Inclusive Shakespeares

Inclusive Shakespeares: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeare's poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays discuss topics ranging from ethically-informed pedagogy to discussions of public partnerships, from accessible theater for people with disabilities to the use of Shakespeare in technical and community colleges. Inclusive Shakespeares contributes to national conversations about the role of literature in the larger project of inclusion, using Shakespeare Studies as the medium to critically examine interactions between personal identity and academia at large.

Examines the innovative work teachers and scholars are doing to make Shakespeare's plays accessible Combines disability theory, critical race theory, queer theory and class/socio-economic identity Argues that Shakespeare's currency and central role in the university curriculum create opportunities

Auteur

Sonya Freeman Loftis (co-editor) is Chair of English and Professor of English at Morehouse College, USA, where she specializes in Renaissance literature and disability studies. She is the author of Shakespeare and Disability Studies (2021), Imagining Autism (2015), and Shakespeare's Surrogates (2013), as well as the co-editor of Shakespeare's Hamlet in an Era of Textual Exhaustion (2017). Her work has appeared in Shakespeare Survey, The Disability Studies Reader, Disability Studies Quarterly, and Shakespeare Bulletin. She currently serves on the editorial boards of Journal of Literary and Cultural Disability Studies, Disability Studies Quarterly, Review of Disability Studies, and Ought: The Journal of Autistic Culture.

Mardy Philippian (co-editor) is Associate Professor of English Studies, former Associate Dean for the College of Humanities, Fine Arts, and Communication, and Director of the Literature and Language concentration at Lewis University, USA, where he teaches courses in Shakespeare, Milton, and early modern English literature. Since 2011, he has served as a member of the editorial board of The Oswald Review: International Journal of Undergraduate Research and Criticism in the Discipline of English. His reviews, articles, and book chapters have appeared in Literature and Film Quarterly, Film Criticism, Prose Studies, Forum for World Literature Studies, in the edited collection Recovering Disability in Early Modern England (2013), and in Early Modern Culture.

Justin P. Shaw (co-editor) is an Assistant Professor of English at Clark University, USA, where his teaching and research exploresthe intersections of race, emotions, and disability in Shakespeare and early modern English texts. He is completing a book project that examines how disability and racial identity are articulated through melancholic discourse in drama, poetry and prose. Committed to both public and traditional scholarship, his work appears in Early Theatre, White People in Shakespeare (2022), and the forthcoming Oxford Handbook of Race, Travel, and Identity in Early Modern England, 1550-1700. He is a former fellow of the James Weldon Johnson Institute for the Study of Race and Difference, has helped to curate exhibits for the Michael C. Carlos Museum such as Desire & Consumption: The New World in the Age of Shakespeare and First Folio: The Book that Gave Us Shakespeare, and has developed the extensive digital humanities project, Shakespeare and the Players.

Texte du rabat

Inclusive Shakespeares: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeare's poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays discuss topics ranging from ethically-informed pedagogy to discussions of public partnerships, from accessible theater for people with disabilities to the use of Shakespeare in technical and community colleges. Inclusive Shakespeares contributes to national conversations about the role of literature in the larger project of inclusion, using Shakespeare Studies as the medium to critically examine interactions between personal identity and academia at large.

Contenu

1. Introduction: Inclusion is Hard, or Collaborating in Crip Time Sonya Freeman Loftis, Mardy Philippian, and Justin P. Shaw.- Section 1: Inclusive Shakespeares in Performance.- 2. Disability Embodiment and Inclusive Aesthetics Jill Marie Bradbury.- 3. Immersed in Miami / Bathed in the Caribbean: Tarell Alvin McCraney's Antony and Cleopatra Revisited Hayley R. Fernandez and James M. Sutton.- 4. I am all the daughters of my father's house, And all the brothers too: Genderfluid Potentiality in As You Like It and Twelfth Night Eric Brinkman.- 5. 'El español puede ser todo': Bilingual Grassroots Shakespeare in Merced, California William Wolfgang.- 6. Shakespearean Madness and Academic Civilization Avi Mendelson.- 7. Accessing Shakespeare in Performance: Northern Michigan University's Stratford Festival Endowment Fund David Houston Wood.- Section 2: Inclusive Shakespeares in Pedagogy.- 8. Blackfishing Complexions: Shakespeare, Passing, and the Politics of Beauty Kelly Duquette.- 9. Teaching Intersectional Shakespeares Maya Mathur.- 10. Making First-Generation Experiences Visible in the Shakespearean Classroom Katherine Walker.- 11. Shakespeare Goes to Technical College John Gulledge and Kimberly Crews.- 12. Let the Sky Rain Potatoes: Shakespeare through Culinary and Popular Culture Sheila T. Cavanagh.- 13. Let Gentleness My Strong Enforcement Be: Accessing San Quentin Prison with Inside-Out Shakespeare Perry Guevara.-14. Afterword: Radical Listening and the Global Politics of Inclusiveness Alexa Alice Joubin.