This volume captures the diverse ways in which Shakespeare interacts with educational theory and practice. It explores the depiction of learning and education in the plays, the role of Shakespeare as pedagogue, and ways in which the teaching of Shakespeare can facilitate discussion of some of the urgent questions of modern times.
The book offers a wide range of perspectives historical, theoretical, theatrical. The Renaissance humanist learning underpinning Shakespeares own work is explored in essays that consider how the complexity of Shakespeares drama challenges early-modern pedagogical orthodoxies. From close analysis of individual, solitary reflection on Shakespeares writing, the book moves outward to engage with contemporary social issues around inclusivity, society, and the planet, demonstrating the many educational contexts in which Shakespeare is currently appropriated. Engaging with current questions of the value of literary study, the book testifies to the potentialities of an empowering Shakespearean pedagogy.
Bringing together voices from a variety of institutions and from a wide range of educational perspectives, this volume will be essential reading for academics, researchers and post-graduate students of Shakespeare, literature in education, pedagogy and literary theory.
