Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-20T16:36:01.346Z Has data issue: false hasContentIssue false
Series:   Elements in Shakespeare and Pedagogy

Critical Pedagogy and Active Approaches to Teaching Shakespeare

Published online by Cambridge University Press:  14 November 2023

Jennifer Kitchen
Jennifer Kitchen
Affiliation:
University of Warwick

Summary

Active approaches to teaching Shakespeare are growing in popularity, seen not only as enjoyable and accessible, but as an egalitarian and progressive teaching practice. A growing body of resources supports this work in classrooms. Yet critiques of these approaches argue they are not rigorous and do little to challenge the conservative status quo around Shakespeare. Meanwhile, Shakespeare scholarship more broadly is increasingly recognising the role of critical pedagogy, particularly feminist and decolonising approaches, and asks how best to teach Shakespeare within twenty-first century understandings of cultural value and social justice. Via vignettes of schools' participation in Coram Shakespeare School Foundation's festival, this Element draws on critical theories of education, play and identity to argue active Shakespeare teaching is a playful co-construction with learners and holds rich potential towards furthering social justice-oriented approaches to teaching the plays.
Get access

Keywords

Shakespearepedagogysocial justicedrama educationcritical theory
Type
Element
Information
Series: Elements in Shakespeare and Pedagogy
Online ISBN: 9781108874656
Publisher: Cambridge University Press
Print publication: 07 December 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, B. K. (2021). This truly expresses how I decenter Shakespeare in my research and want to introduce students to him with a grain of salt. 24 March 2021, https://twitter.com/bkadams/status/1367267574078201857.Google Scholar
Adams, C. N. Jr (2013). TIE and critical pedagogy. In Jackson, A. & Vine, C., eds., Learning Through Theatre: The Changing Face of Theatre in Education, 3rd ed., London: Routledge, pp. 287–304.Google Scholar
Aitken, V. (2009). Conversations with status and power: How everyday theatre offers ‘spaces of agency’ to participants. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(4), 503–27.CrossRefGoogle Scholar
Allen, R. L. (2004). Whiteness and critical pedagogy. Educational Philosophy and Theory, 36(2), 121–36.CrossRefGoogle Scholar
Anderson, M. & Dunn, J. (eds.) (2013). How Drama Activates Learning: Contemporary Research and Practice, London: Bloomsbury.Google Scholar
Araki-Metcalfe, N. (2008). Introducing creative language learning in Japan through educational drama. NJ: Drama Australia Journal, 31(2), 45–57.CrossRefGoogle Scholar
Babulski, T. (2020). Being and becoming woke in teacher education. Phenomenology & Practice, 14(1), 73–88.CrossRefGoogle Scholar
Baines, D. (2013). Social justice politics: Care as democracy and resistance. In Freebody, K., Goodwin, S. & Proctor, H., eds., Higher Education, Pedagogy and Social Justice, Cham: Palgrave Macmillan, pp. 67–80.Google Scholar
Bakhtin, M. (1984). Rabelais and His World, Bloomington: Indiana University Press.Google Scholar
Bala, S. & Albacan, A. I. (2013). Workshopping the revolution? On the phenomenon of joker training in the theatre of the oppressed. Research in Drama Education: The Journal of Applied Theatre and Performance, 18(4), 388–402.CrossRefGoogle Scholar
Banks, F. (2014). Creative Shakespeare: The Globe Education Guide to Practical Shakespeare, London: Bloomsbury.CrossRefGoogle Scholar
Barnden, S. (2021). I took a picture of the poster for the BL’s Shakespeare exhibition to make a cheap joke on Facebook and then ended up writing about it in my book. 24 March 2021, https://twitter.com/sally_barnden/status/1367084027228942342.Google Scholar
Barnes, T. L. (2020). Shakespearean Charity and the Perils of Redemptive Performance, Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108785716.CrossRefGoogle Scholar
Bate, J. (1997). The Genius of Shakespeare, London: Picador.Google Scholar
Baxter, J. (2002). A juggling act: A feminist post-structuralist analysis of girls’ and boys’ talk in the secondary classroom. Gender and Education, 14(1), 5–19.CrossRefGoogle Scholar
Baxter, J. (2015). Who wants to be the leader? Linguistic construction of emerging leadership in differently gendered teams. International Journal of Business Communication, 52(2), 427–51.CrossRefGoogle Scholar
Berry, C. (2004). Working Shakespeare, New York: The Working Arts Library.Google Scholar
Berry, C. (2008). From Word to Play: A Textual Handbook for Directors and Actors, London: Oberon Books.Google Scholar
Bhabha, H. K. (2004). The Location of Culture, London: Psychology Press.Google Scholar
Biggers, J. (2012). The ‘madness’ of the Tucson book ban: Interview with Mexican American studies teacher Curtis Acosta on The Tempest. 6 July 2022, www.huffingtonpost.com/jeff-biggers/tucson-ethnic-studies_b_1210393.html.Google Scholar
Bissonnette, J. D. & Glazier, J. (2016). A counterstory of one’s own: Using counterstory telling to engage students with the British canon. Journal of Adolescent and Adult Literacy, 59(6), 685–94.CrossRefGoogle Scholar
Blank, P. (2014). Introducing ‘interlinguistics’: Shakespeare and early/modern English. In Saenger, M., ed., Interlinguicity, Internationality and Shakespeare, Montreal: McGill-Queens University Press, pp. 138–58.Google Scholar
Boal, A. (2006). The Aesthetics of the Oppressed, London: Routledge.CrossRefGoogle Scholar
Bolton, G. (1986). The activity of dramatic playing. In Davis, D. & Lawrence, C., eds., Gavin Bolton: Selected Writings, New York: Longman.Google Scholar
Bolton, G. (1998). Acting in Classroom Drama: A Critical Analysis, Stoke-on-Trent: Trentham.Google Scholar
Bowell, P. & Heap, B. (2001). Planning Process Drama, London: Fulton.Google Scholar
Boyd, M. (2 April 2009). Building relationships. The Stage.Google Scholar
Bruner, J. S. (1972). Nature and uses of immaturity. American Psychologist, 27, 687–708.CrossRefGoogle Scholar
Bruner, J. S. (2006). In Search of Pedagogy Volume I: The Selected Works of Jerome S. Bruner, London: Routledge.CrossRefGoogle Scholar
Caldwell Cook, H. (1917). The Play Way; an Essay in Educational Method, New York: Frederick A. Stokes Company.Google Scholar
Castoriadis, C. (1997). The Castoriadis Reader. (Curtis, D. A., Ed.), Oxford: Blackwell.Google Scholar
Cavendish, D. (2020). The woke brigade are close to ‘cancelling’ Shakespeare. Telegraph, 9 February, London.Google Scholar
Cheng, A. Y. & Winston, J. (2011). Shakespeare as a second language: Playfulness, power and pedagogy in the ESL classroom. Research in Drama Education: The Journal of Applied Theatre, 16(4), 37–41.CrossRefGoogle Scholar
Cho, S. (2016). Critical pedagogy, historical origins of. Encyclopedia of Educational Philosophy and Theory, pp. 1–6.CrossRefGoogle Scholar
Coles, J. (2013). ‘Every child’s birthright’? Democratic entitlement and the role of canonical literature in the English national curriculum. Curriculum Journal, 24(1), 50–66.CrossRefGoogle Scholar
Conn Liebler, N. (2019). ‘Whos there?’ ‘nay, answer me. Stand and unfold yourself’: Attending to students in diversified settings. In Homan, S., ed., How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students, New York: Routledge, pp. 171–9.Google Scholar
Cook, G. (2000). Language Play, Language Learning, Oxford: Oxford University Press.Google Scholar
Courtney, R. (1990). Drama and Intelligence a Cognitive Theory, Montreal: McGill-Queens University Press.CrossRefGoogle Scholar
Dadabhoy, A. & Mehdizadeh, N. (2020). Cultivating and anti-racist pedagogy. 21 August 2020, https://youtu.be/_4oCWst1cPc.Google Scholar
Dawson, A. B. (2009). Teaching the script. In Shand, G. B., ed., Teaching Shakespeare: Passing It On, Oxford: Wiley-Blackwell, pp. 75–90.Google Scholar
de Jong, S., Icaza, R. & Rutazibwa, O. U. (eds.) (2019). Decolonization and Feminisms in Global Teaching and Learning, London: Routledge.Google Scholar
Delamont, S. (2014). Research on classroom interaction: The spectrum since 1970. Research Intelligence: News from the British Educational Research Association, 123, 14–15.Google Scholar
Della Gatta, C. (2019). Confronting bias and identifying facts: Teaching resistance through Shakespeare. In Eklund, H. & Hyman, W. B., eds., Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: Edinburgh University Press, pp. 165–73.Google Scholar
Desai, A. N. (2019). Topical Shakespeare and the urgency of ambiguity. In Hyman, W. B. & Eklund, H., eds., Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: Edinburgh University Press, pp. 27–35.Google Scholar
Dewey, J. (1916). Education and Democracy, New York: The Free Press.Google Scholar
Dolan, F. E. (2009). Learning to listen: Shakespeare and contexts. In Shand, G. B., ed., Teaching Shakespeare: Passing It On, Oxford: Wiley-Blackwell.Google Scholar
Dolan, J. (2006). Utopia in performance. Theatre Research International, 31(2), 163–73.CrossRefGoogle Scholar
Dunn, J. (2010). Child-structured socio-dramatic play and the drama educator. In Schonmann, S., ed., Key Concepts in Theatre/Drama Education, Rotterdam: Sense, pp. 29–33.Google Scholar
Dyches, J. (2017). Shaking off Shakespeare: A white teacher, urban students, and the mediating powers of a canonical counter-curriculum. Urban Review, 49(2), 300–25.CrossRefGoogle Scholar
Dyches, J., Boyd, A. S. & Schulz, J. M. (2021). Critical content knowledges in the English language arts classroom: Examining practicing teachers’ nuanced perspectives. Journal of Curriculum Studies, 53(3), 1–17.CrossRefGoogle Scholar
Eklund, H. & Hyman, W. B. (eds.) (2019). Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: Edinburgh University Press.Google Scholar
Ellsworth, E. (1989). Why doesn’t this feel empowering?: Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325.CrossRefGoogle Scholar
Equity and Directors Guild of Great Britain. (2004). Ensemble Theatre Conference, 23 November, The Pit, The Barbican, London, London: Equity and Directors Guild of Great Britain.Google Scholar
Espinosa, R. (2019a). Chicano Shakespeare: The bard, the border, and the peripheries of performance. In Eklund, H. & Hyman, W. B., eds., Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: Edinburgh University Press, pp. 76–84.Google Scholar
Espinosa, R. (2019b). Shakespeare and your mountainish inhumanity. 1 February 2021, https://medium.com/the-sundial-acmrs/shakespeare-and-your-mountainish-inhumanity-d255474027de.Google Scholar
Etheridge Woodson, S. (2015). Theatre for Youth Third Space: Performance, Democracy and Community Cultural Development, Bristol: Intellect.CrossRefGoogle Scholar
Finlay-Johnson, H. (1912). The Dramatic Method of Teaching, London: Nisbet Press.Google Scholar
Finneran, M. (2008). Critical myths in drama as education. PhD thesis. The University of Warwick.Google Scholar
Finneran, M. & Freebody, K. (eds.) (2016). Drama and Social Justice: Theory, Research and Practice in International Contexts, London: Routledge.Google Scholar
Flaherty, K. (2013). Habitation and naming: Teaching local Shakespeares. In Flaherty, K., Gay, P. & Semler, L. E., eds., Teaching Shakespeare Beyond the Centre Australasian Perspectives, Basingstoke: Palgrave Macmillan, pp. 75–86.CrossRefGoogle Scholar
Flaherty, K., Gay, P. & Semler, L. E. (2013). Teaching Shakespeare Beyond the Centre: Australasian Perspectives, Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137275073.CrossRefGoogle Scholar
Fleming, M. (2010). Arts in Education and Creativity: A Literature Review, Newcastle: Creativity, Culture and Education.Google Scholar
Folger Shakespeare Library (2021). Folger critical race conversations event series. 26 July 2021, www.folger.edu/critical-race-conversations.Google Scholar
Foucault, M. (1975). Discipline and Punish, New York: Random House.Google Scholar
Foucault, M. (1978). The History of Sexuality: An Introduction, Harmondsworth: Penguin.Google Scholar
Freebody, K. & Finneran, M. (2013). Drama and social justice: Power, participation and possibility the key terms. In Dunn, J. & Anderson, M., eds., How Drama Activates Learning: Contemporary Research and Practice, London: Bloomsbury.Google Scholar
Freebody, K. & Finneran, M. (2021). Critical Themes in Drama: Social, Cultural and Political Analysis, Oxford: Routledge.CrossRefGoogle Scholar
Freebody, K., Finneran, M., Balfour, M. & Anderson, M. (eds.) (2018). Applied Theatre: Understanding Change, London: Springer.CrossRefGoogle Scholar
Freire, P. (1972). Pedagogy of the Oppressed, London: Penguin.Google Scholar
Freire, P. (2000). Pedagogy of Hope, London: Continuum.Google Scholar
Freire, P. (2016). Pedagogy of the Heart, London: Bloomsbury.Google Scholar
Gallagher, K. (2006). (Post)Critical ethnography in drama research. In Ackroyd, J., ed., Research Methodologies for Drama Education, Stoke-on-Trent: Trentham Books, pp. 63–80.Google Scholar
Gallagher, K. (2015). Beckoning hope and care. Research in Drama Education: The Journal of Applied Theatre and Performance, 20(3), 422–5.CrossRefGoogle Scholar
Gallagher, K. (2016a). Can a classroom be a family? Race, space, and the labour of care in urban teaching. Canadian Journal of Education, 39(2), 1–36.Google Scholar
Gallagher, K. (2016b). Responsible art and unequal societies: Towards a theory of drama and the justice agenda. In Freebody, K. & Finneran, M., eds., Drama and Social Justice: Theory, Research and Practice in International Contexts, London: Routledge, pp. 53–66.Google Scholar
Gallagher, K. (2016c). The micro-political and the socio-structural in applied theatre with homeless youth. In Hughes, J. & Nicholson, H., eds., Critical Perspectives on Applied Theatre, Cambridge: Cambridge University Press, pp. 229–47.Google Scholar
Gallagher, K. (2017). The gendered labor of social innovation: Theatre, pedagogy, and the girl-child in India. Review of Education, Pedagogy, and Cultural Studies, 39(5), 470–85.CrossRefGoogle Scholar
Gallagher, K. & Jacobson, K. (2018). Beyond mimesis to an assemblage of reals in the drama classroom: Which reals? Which representational aesthetics? What theatre-building practices? Whose truths? Research in Drama Education: The Journal of Applied Theatre and Performance, 23(1), 40–55.CrossRefGoogle Scholar
Gallagher, K., Cardwell, N., Rhoades, R. & Bie, S. (2017). Drama in Education and Applied Theater, from Morality and Socialization to Play and Postcolonialism. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.34.CrossRefGoogle Scholar
Gallagher, K. & Rodricks, D. J. (2017). Hope despite hopelessness: Race, gender, and the pedagogies of drama/applied theatre as a relational ethic in neoliberal times. Youth Theatre Journal, 31(2), 114–28.CrossRefGoogle Scholar
Gallagher, K., Rodricks, D. J. & Jacobson, K. (eds.) (2020). Global Youth Citizenry and Radical Hope, Singapore: Springer.CrossRefGoogle Scholar
Gallagher, K., Ntelioglou, B. Y. & Wessels, A. (2013). ‘Listening to the affective life of injustice’: Drama pedagogy, race, identity, and learning. Youth Theatre Journal, 27(1), 7–19. https://doi.org/10.1080/08929092.2013.779349.CrossRefGoogle Scholar
Gallagher, M. (2008). ‘Power is not an evil’: Rethinking power in participatory methods. Children’s Geographies, 6(2), 137–50.CrossRefGoogle Scholar
Gerzic, M. & Norrie, A. (eds.) (2020). Playfulness in Shakespearean Adaptations, London: Routledge.CrossRefGoogle Scholar
Gibson, R. (2016). Teaching Shakespeare: A Handbook for Teachers, 2nd ed., Cambridge: Cambridge University Press.Google Scholar
Giroux, H. (1997). Pedagogy and the Politics of Hope: Theory, Culture and Schooling: A Critical Reader, Boulder: Westview Press.Google Scholar
Golsby-Smith, S. (2013). ‘Let me be that I am’: The rhetoric of the teenage self and Shakespeare in performance. In Flaherty, K., Gay, P. & Semler, L. E., eds., Teaching Shakespeare Beyond the Centre: Australasian Perspectives, Basingstoke: Palgrave Macmillan, pp. 125–36.Google Scholar
Grady, S. (2003). Accidental Marxists? The challenge of critical and feminist pedagogies for the practice of applied drama. Youth Theatre Journal, 17(1), 65–81.CrossRefGoogle Scholar
Green, J. M. (2008). Pragmatism and Social Hope: Deepening Democracy in Global Contexts, New York: Columbia University Press.CrossRefGoogle Scholar
Greene, M. (1987). Creating, experiencing, sense-making: Art worlds in schools. Journal of Aesthetic Education, 21(4), 11–23.CrossRefGoogle Scholar
Hall, K. F. (1995). Things of Darkness: Economies of Race and Gender in Early Modern England, Ithaca: Cornell University Press.Google Scholar
Hall, K. F. (1998). ‘These bastard signs of fair’: Literary whiteness in Shakespeare’s sonnets. In Loomba, A. & Orkin, M., eds., Post-Colonial Shakespeares, New York: Routledge, pp. 64–83.CrossRefGoogle Scholar
Hargreaves, D. H. (1997). In defence of research for evidence‐based teaching: A rejoinder to Martyn Hammersley. British Educational Research Journal, 23(4), 405–19.CrossRefGoogle Scholar
Hartley, A. J., Dunn, K. & Berry, C. (2021). Pedagogy: Decolonizing Shakespeare on stage. In Ruiter, D., ed., The Arden Research Handbook of Shakespeare and Contemporary Performance, London: Bloomsbury Arden Shakespeare, pp. 171–91. https://doi.org/10.5040/9781350080706.ch-2.7.Google Scholar
Harvie, J. (2011). Democracy and neoliberalism in art’s social turn and Roger Hiorns’s Seizure. Performance Research, 16(2), 113–23.CrossRefGoogle Scholar
Hatfull, R. & Mookherjee, T. (2021). Fracking Shakespeare Seminar, Athens: European Shakespeare Research Association.Google Scholar
Henry, A. (1992). African Canadian women teachers ’ activism: Recreating communities of caring and resistance. The Journal of Negro Education, 61(3), 392–404.CrossRefGoogle Scholar
Heron, J. & Johnson, N. (2017). Critical pedagogies and the theatre laboratory. Research in Drama Education: The Journal of Applied Theatre and Performance, 22(2), 282–7. https://doi.org/10.1080/13569783.2017.1293513.CrossRefGoogle Scholar
Hobgood, A. P. (2019). Shakespeare in Japan: Disability and a pdagogy of disorientation. In Eklund, H. & Hyman, W. B., eds., Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: University of Edinburgh Press, pp. 46–54.Google Scholar
Holdsworth, N. (2007). Spaces to play/playing with spaces: Young people, citizenship and Joan Littlewood. Research in Drama Education, 12(3), 293–304.CrossRefGoogle Scholar
Holligan, C. (2010). Building one-dimensional places: Death by the power of audit. Power and Education, 2(3), 288–99.CrossRefGoogle Scholar
Homan, S. (2019a). ‘Gladly would he learn and gladly teach’: Empowering students with Shakespeare. In Homan, S., ed., How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students, Oxford: Routledge, pp. 65–74.CrossRefGoogle Scholar
Homan, S. (ed.) (2019b). How and Why We Teaching Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Works with Their Students, Oxford: Routledge.CrossRefGoogle Scholar
Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom, London: Routledge.Google Scholar
Hooks, b. (2003). Teaching Community: A Pedagogy of Hope, Oxford: Routledge.Google Scholar
Hornbrook, D. (1998). Education and Dramatic Art, 2nd ed., London: Routledge.Google Scholar
Hughes, J. & Nicholson, H. (eds.) (2016). Critical Perspectives on Applied Theatre, Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Hughes, K. A. (2019). Black Narcissus: The role of the suburban othermother. PhD thesis. University of Michigan-Dearborn.Google Scholar
Huizinga, J. (1949). Homo Ludens: A Study of the Play Element in Culture, London: Temple Smith.Google Scholar
Hulme, R., Cracknell, D. & Owens, A. (2009). Learning in third spaces: Developing trans-professional understanding through practitioner enquiry. Educational Action Research, 17(4), 537–50.CrossRefGoogle Scholar
Hunka, E. (2015). It feels like home: The role of the aesthetic space in participatory work with vulnerable children. Research in Drama Education: The Journal of Applied Theatre and Performance, 20(3), 293–7.CrossRefGoogle Scholar
Hunter, M. A. (2008). Cultivating the art of safe space. Research in Drama Education: The Journal of Applied Theatre and Performance, 13(1), 5–21.CrossRefGoogle Scholar
Hytten, K. (2011). Building and sustaining hope: A response to ‘meaningful hope for teachers in a time of high anxiety and low morale’. Democracy & Education, 19(1), 1–3.Google Scholar
Irish, T. (2008). Teaching Shakespeare: A history of the teaching of Shakespeare in England, Stratford-upon-Avon: Royal Shakespeare, p. 16.Google Scholar
Irish, T. (2016). Possible Shakespeares: The educational value of working with Shakespeare through theatre-based practice. PhD thesis. The University of Warwick.Google Scholar
Jarrett-Macauley, D. (ed.) (2017). Shakespeare, Race and Performance: The Diverse Bard, New York: Routledge.Google Scholar
Julian, E. & Solga, K. (2021). Ethics: The challenge of practising (and not just representing) diversity at the Stratford Festival of Canada. In Kirwan, P. & Prince, K., eds., The Arden Research Handbook of Shakespeare and Contemporary Performance, London: The Arden Shakespeare, pp. 192–210.Google Scholar
Kemmis, S. & Smith, T. (2008). Praxis and Praxis development. In Kemmis, S. & Smith, T., eds., Enabling Praxis: Challenges for Education, Rotterdam: Sense, pp. 23–13.CrossRefGoogle Scholar
Kemp, S. (2019). Shakespeare in transition: Pedagogies of transgender justice. In Eklund, H. & Hyman, W. B., eds., Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now, Edinburgh: University of Edinburgh Press, pp. 36–45.Google Scholar
Kincheloe, J. L. (2008). Critical Pedagogy Primer, 2nd ed., New York: Peter Lang.Google Scholar
Kitchen, J. (2015). The ensemble domesticated: Mapping issues of autonomy and power in performing arts projects in schools. Power and Education, 7(1), 90–105.CrossRefGoogle Scholar
Kitchen, J. (2018). Playfulness in performative approaches to teaching Shakespeare. In Mentz, O. & Fleiner, M., eds., The Arts in Language Teaching. International Perspectives: Performative – Aesthetic – Transversal, Berlin: LIT Verlag, pp. 212–30.Google Scholar
Kitchen, J. (2021). Theatre and drama education and populism: The ensemble ‘family’ as a space for dialogic empathy and civic care. British Educational Research Journal, 47(2), 372–88.CrossRefGoogle Scholar
Kitchen, J. (2022). Shakespeare youth performance festivals as spaces for postcolonial restorying. In Busby, S., Freebody, K. & Rajendran, C., eds., Routledge Companion to Theatre and Young People, London: Routledge, pp. 84–101.CrossRefGoogle Scholar
Klein, M. (1998). How teacher subjectivity in teaching mathematics-as-usual disenfranchises students, Nottingham: Paper presented to Mathematics Education and Society: An International Conference.Google Scholar
Krajcik, J., McNeill, K. & Reiser, B. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74.Google Scholar
Lambert, C. (2009). Pedagogies of participation in higher education: A case for research based learning. Pedagogy, Culture and Society, 17(3), 295–309.CrossRefGoogle Scholar
Leonardo, Z. (2002). The souls of white folk: Critical pedagogy, whiteness studies, and globalisation discourse. Race Ethnicity and Education, 5(1), 29–50.CrossRefGoogle Scholar
Lighthill, B. (2011). ‘Shakespeare’ – an endangered species? English in Education, 45(1), 36–51.CrossRefGoogle Scholar
Loomba, A. (1989). Gender, Race, Renaissance Drama, Manchester: Manchester University Press.Google Scholar
Lough, C. (2019). Detention for kissing teeth ‘risks racial harassment’. Times Educational Supplement Magazine. 18 October. www.tes.com/news/detention-kissing-teeth-risks-racial-harassment.Google Scholar
Luke, C. (1992). Feminist politics in radical pedagogy. In Luke, C. & Gore, J., eds., Feminisms and Critical Pedagogy, New York: Routledge, pp. 25–53.Google Scholar
MacFaul, T. (2015). Shakespeare’s Animals, Oxford: University of Oxford.Google Scholar
Mackey, M. (2004). Playing the text. In Grainger, T., ed., The Routledge Falmer Reader in Language and Literacy, London: Routledge Falmer, pp. 236–52.Google Scholar
Mahon, K., Heikkinen, H. L. T. & Huttunen, R. (2019). Critical educational praxis in university ecosystems: Enablers and constraints. Pedagogy, Culture and Society, 27(3), 463–80.CrossRefGoogle Scholar
Massey, D. (2005). For Space, London: Sage.Google Scholar
Mayo, C. & Rodriguez, N. M. (eds.) (2019). Queer Pedagogies: Theory, Praxis, Politics, Cham: Springer. https://doi.org/10.1002/9781119315049.ch7.CrossRefGoogle Scholar
McCarthy, H. R. (2021). Leave to Speak: White scholars, ‘allyship’, and Shakespeare studies. Shakespeare, 17(1), 134–42.CrossRefGoogle Scholar
McGrath, J. (2001). Theatre and democracy. European Studies, 17, 133–9.Google Scholar
McLuskie, K. (2009). Dancing and thinking: Teaching ‘Shakespeare’ in the twenty-first century. In Shand, G. B., ed., Teaching Shakespeare: Passing It On, Chichester: Wiley-Blackwell, pp. 132–41.Google Scholar
Monchinski, T. (2008). Critical Pedagogy and the Everyday Classroom, New York: Springer. https://doi.org/10.1007/978-1-4020-8463-8.CrossRefGoogle Scholar
Monk, N., Rutter, C. C., Neelands, J. & Heron, J. (2011a). Open Space Learning: A Study in Transdisciplinary Pedagogy, London: Bloomsbury.CrossRefGoogle Scholar
Monk, N., Heron, J., Neelands, J. & Rutter, C. C. (2011b). Learning to play with Shakespeare. In Monk, N., Rutter, C. C., Neelands, J. & Heron, J. (eds.), Open Space Learning: A Study in Transdisciplinary Pedagogy, London: Bloomsbury, pp. 57–91.CrossRefGoogle Scholar
Murray, R. (2012). Developing a community of research practice. British Educational Research Journal, 38(5), 783–800.CrossRefGoogle Scholar
Neary, M., Saunders, G., Hagyard, A. & Derricott, D. (2014). Student as Producer: Research-Engaged Teaching, an Institutional Strategy. New York: Higher Education Academy.Google Scholar
Neelands, J. (2004). Miracles are happening: Beyond the rhetoric of transformation in the Western traditions of drama education. Research in Drama Education: The Journal of Applied Theatre and Performance, 9(1), 47–56.CrossRefGoogle Scholar
Neelands, J. (2008). Neelands in role as Cordelia. 25 May 2021, https://youtu.be/QYgwefDG0YM.Google Scholar
Neelands, J. (2009a). Acting together: Ensemble as a democratic process in art and life. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2), 173–89.CrossRefGoogle Scholar
Neelands, J. (2009b). The Art of togetherness: Reflections on some essential artistic and pedagogic qualities of drama curricula. NJ: Drama Australia Journal, 33(1), 9–18.CrossRefGoogle Scholar
Neelands, J. (2010a). 11/9 – The space in our hearts. In O’Connor, P., ed., Creating Democratic Citizenship through Drama Education: The Writings of Jonothan Neelands, Stoke-on-Trent: Trentham Books, pp. 119–30.Google Scholar
Neelands, J. (2010b). Creating Democratic Citizenship Through Drama Education: The Writings of Jonothan Neelands. Stoke-on-Trent: Trentham Books.Google Scholar
Neelands, J. (2010c). Mirror, dynamo or lens? Drama, children and social change. In O’Connor, P., ed., Creating Democratic Citizenship through Drama Education, Stoke-on-Trent: Trentham Books, pp. 143–58.Google Scholar
Neelands, J. (2016). Democratic and participatory theatre for social justice. In Freebody, K. & Finneran, M., eds., Drama and Social Justice: Theory, Research and Practice in International Contexts, London: Routledge, pp. 30–9.Google Scholar
Neelands, J. & O’Hanlon, J. (2011). There is some soul of good: An action-centred approach to teaching Shakespeare in schools. Shakespeare Survey, 64, 240–50.Google Scholar
Nelson, B. (2011a). ‘I made myself’: Playmaking as a pedagogy of change with urban youth. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(2), 157–72.CrossRefGoogle Scholar
Nelson, B. (2011b). Power and community in drama. In Schonmann, S., ed., Key Concepts in Theatre/Drama Education, Rotterdam: Sense, pp. 81–5.Google Scholar
Nicholson, H. (2011). Theatre, Education and Performance, Hampshire: Palgrave Macmillan.CrossRefGoogle Scholar
Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education, 2nd ed., Los Angeles: University of California Press.Google Scholar
Nolan, C. & Stitzlein, S. M. (2011). Meaningful hope for teachers in times of high anxiety and low morale. Democracy & Education, 19(1), 1–10.Google Scholar
NotAnotherShakespearePodcast. (2020). Takes neither itself nor Shakespeare seriously. Hosts: Nora (theatre nerd/Shax expert) & James (husband/theatre skeptic). 24 March 2021, https://twitter.com/NAShaxPodcast.Google Scholar
O’Brien, P., Addison Roberts, J., Tolaydo, M. & Goodwin, N. (eds.) (2006). Shakespeare Set Free: Teaching a Midsummer Night’s Dream, Romeo and Juliet and Macbeth: An Innovative, Performance-based Approach to Teaching Shakespeare, 2nd ed., New York: Washington Square Press.Google Scholar
O’Connor, P. (2014). Drama as critical pedagogy: Re-imagining terrorism. In Dunn, J. & Anderson, M., eds., How Drama Activates Learning: Contemporary Research and Practice, London: Bloomsbury, pp. 125–34. https://doi.org/10.5040/9781472553010.ch-009.Google Scholar
O’Connor, P. (2016). Moments of beauty and resistance through drama education. In Freebody, K. & Finneran, M., eds., Drama and Social Justice: Theory, Research and Practice in International Contexts, London: Routledge, pp. 133–42.Google Scholar
O’Connor, P. & Anderson, M. (2015). Applied Theatre Research: Radical Departures, London: Bloomsbury.CrossRefGoogle Scholar
O’Dair, S. & Francisco, T. (eds.) (2019). Shakespeare and the 99%: Literary Studies, the Profession, and the Production of Inequity, Cham: Palgrave Macmillan.CrossRefGoogle Scholar
O’Toole, J. (2001). Pilgrim’s Progress. In Rasmussen, B. & Østern, A., eds., Playing Betwixt and between, the IDEA Dialogues, 2000, Oslo: Idea, pp. 93–9.Google Scholar
O’Toole, J. (2010). A preflective keynote: IDIERI 2009. Research in Drama Education: The Journal of Applied Theatre and Performance, 15(2), 271–92.Google Scholar
Olive, S. (2011). The Royal Shakespeare Company as ‘cultural chemist’: Critiquing the notion of Shakespeare as a ‘cultural catalyst’. In Holland, P., ed., Shakespeare Survey, Vol. 64, Cambridge: Cambridge University Press, pp. 51–259.Google Scholar
Piaget, J. (1962). Play, Dreams and Imitation in Childhood, New York: Norton.Google Scholar
Pigkou-Repousi, M. (2012). Ensemble theatre and citizenship education: How ensemble theatre contributes to citizenship education. PhD thesis. University of Warwick.Google Scholar
Pigkou-Repousi, M. (2020). The politics of care in indifferent times: Youth narratives, caring practices, and transformed discourses in Greek education amid economic and refugee crises. In Gallagher, K., Rodricks, D. J. & Jacobson, K., eds., Global Youth Citizenry and Radical Hope: Enacting Community-Engaged Research through Performative Methodologies, Singapore: Springer, pp. 111–34.Google Scholar
Pittard, E. (2015). Who does critical pedagogy think you are? Investigating how teachers are produced in critical pedagogy scholarship to inform teacher education. Pedagogies: An International Journal, 10(4), 328–48.CrossRefGoogle Scholar
Porter, E. (1996). Women and friendships: Pedagogies of care and relationality. In Luke, C., ed., Feminisms and Pedagogies of Everyday Life, New York: State University of New York Press, pp. 57–80.Google Scholar
Pullman, P. (2014). Patron statement. 4 July 2014, www.shakespeareschools.org/about-us/patrons.Google Scholar
Rajendran, C. (2014). Acting as agency: Re-connecting selves and others in multicultural Singapore. Theatre, Dance and Performance Training, 5(2), 169–80.CrossRefGoogle Scholar
Rajendran, C. (2016). Multicultural play as ‘open culture’ in ‘safe precincts’: Making space for difference in youth theatre. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 443–58.CrossRefGoogle Scholar
Roche, J. (2007). Socially engaged art, critics and discontents: An interview with Claire Bishop. Community Arts Network Reading Room, July. June 2010. www.communityarts.net/readingroom/archivefiles/2006/07/socially_engage.php.Google Scholar
Rocklin, E. L. (2005). Performance Approaches to Teaching Shakespeare, Urbana: National Council of Teachers of English.Google Scholar
Rodricks, D. J. (2015). Drama education as ‘restorative’ for the third space. Research in Drama Education: The Journal of Applied Theatre and Performance, 20(3), 340–3.CrossRefGoogle Scholar
Rohrer, J. (2018). ‘It’s in the room’: Reinvigorating feminist pedagogy, contesting neoliberalism, and trumping post-truth populism. Teaching in Higher Education, 23(5), 576–92.CrossRefGoogle Scholar
Rousseau, J.-J. (1762). Emile, London: Basic Books.Google Scholar
Royal Shakespeare Company. (2008). Stand Up for Shakespeare. Stratford Upon Avon: Royal Shakespeare Company.Google Scholar
Royal Shakespeare Company. (2010). The RSC Shakespeare Toolkit for Teachers, London: Bloomsbury Methuen Drama.Google Scholar
Ruiter, D. (ed.) (2020a). The Arden Research Handbook of Shakespeare and Social Justice, London: Bloomsbury Arden Shakespeare.CrossRefGoogle Scholar
Ruiter, D. (2020b). This is real life: Shakespeare and social justice as a field of play. In Ruiter, D., ed., The Arden Research Handbook of Shakespeare and Social Justice, London: Bloomsbury, pp. 1–22.CrossRefGoogle Scholar
Sahlberg, P. (2014). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?, New York: Teacher College Press.Google Scholar
Schechner, R. (2012). Play: The joker in the deck. In Brady, S., ed., Performance Studies: An Introduction, 3rd ed., London: Routledge, pp. 89–122.CrossRefGoogle Scholar
Segal, L. (2017). Radical Happiness: Moments of Collective Joy, Brooklyn: Verso.Google Scholar
Semler, L. E. (2013). Emergence in ardenspace: Shakespeare pedagogy, As You Like It, and modus Iferandi. In Flaherty, K., Gay, P. & Semler, L. E., eds., Teaching Shakespeare: Beyond the Centre: Australasian Perspectives, Basingstoke: Palgrave Macmillan, pp. 97–110.CrossRefGoogle Scholar
Sennett, R. (2012). Together: The Rituals, Pleasures and Politics of Cooperation, London: Penguin.Google Scholar
Globe Theatre, Shakespeare’s. (2020). 3rd Shakespeare and Race Festival. 26 July 2021, www.shakespearesglobe.com/seasons/shakespeare-and-race-2020/.Google Scholar
Globe Theatre, Shakespeare’s. (2021). Centre stage course. 24 July 2021, www.shakespearesglobe.com/learn/courses/centre-stage-course/.Google Scholar
Schools Festival, Shakespeare. (2014). 2014 Workshop Notes, London: Shakespeare School Festival.Google Scholar
Sharkey, J. (2004). Lives stories don’t tell: Exploring the untold in autobiographies. Curriculum Inquiry, 34(4), 495–512.CrossRefGoogle Scholar
Slade, P. (1954). Child Drama, London: University of London Press.Google Scholar
Sloan, C. (2018). Understanding spaces of potentiality in applied theatre. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(4), 582–97.CrossRefGoogle Scholar
Smith, E. (2019a). This Is Shakespeare, London: Pelican Books.Google Scholar
Smith, R. (2019b). Poverty and privilege: Shakespeare in the mountains. In O’Dair, S. & Francisco, T., eds., Shakespeare and the 99%: Literary Studies, the Profession, and the Production of Inequity, Cham: Palgrave Macmillan, pp. 143–60.Google Scholar
Snyder-Young, D. (2013). Theatre of Good Intentions: Challenges and Hopes for Theatre and Social Change, Basingstoke: Palgrave Macmillan. https://doi.org/10.1080/13569783.2014.895626.CrossRefGoogle Scholar
Soja, E. W. (1999). Thirdspace: Expanding the scope of the geographical imagination. In Massey, D., Allen, J. & Sarre, P., eds., Human Geography Today, Malden: Blackwell, pp. 260–78.Google Scholar
Somers, J. (2013). Drama in schools: Making the educational and artistic argument for its inclusion, retention and development. Drama: One Forum Many Voices, 19(1), 5–12.Google Scholar
Stinson, M. (2009). ‘Drama is like reversing everything’: Intervention research as teacher professional development. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2), 225–43.CrossRefGoogle Scholar
Stornaiuolo, A. & Thomas, E. E. (2018). Restorying as political action: Authoring resistance through youth media arts. Learning, Media and Technology, 43(4), 345–58.CrossRefGoogle Scholar
Stredder, J. (2004). The North Face of Shakespeare: Activities for Teaching the Plays, Exeter: Short Run Press.Google Scholar
Sutton-Smith, B. (ed.) (1979). Play and Learning, New York: Gardner Press.Google Scholar
Szabo-Cassella, C. (2016). Shakespeare’s Yoga: How the Bard Can Deepen Your Practice On and Off the Mat, Ashland: White Cloud Press.Google Scholar
Tam, P. C. (2018). Teacher as fool: A study of the teacher’s power in the carnivalesque practice of drama education. Pedagogy, Culture & Society, 26(2), 283–300.CrossRefGoogle Scholar
Taylor, G. (1991). Reinventing Shakespeare: A Cultural History, from the Restoration to the Present, Oxford: Oxford University Press.Google Scholar
thisshaxisgay. (2020). A new podcast in which a director and a scholar explain why each and every Shakespeare play is a little bit queer. 18 June 2022, https://twitter.com/thisshaxisgay.Google Scholar
Thomas, E. E. & Stornaiuolo, A. (2016). Restorying the self: Bending toward textual justice, 86(3), Learning, Media and Technology, 313–39.Google Scholar
Thomas, P. L. (2009). The futility and failure of flawed goals: Efficiency education as smoke and mirrors. Power and Education, 1(2), 214–25.CrossRefGoogle Scholar
Thompson, A. (2011). Passing Strange: Shakespeare, Race, and Contemporary America, Oxford: Oxford University Press. https://doi.org/10.1093/acprof.CrossRefGoogle Scholar
Thompson, A. & Turchi, L. (2016). Teaching Shakespeare with Purpose: A Student-Centred Approach, London: Bloomsbury Arden Shakespeare.CrossRefGoogle Scholar
Thompson, A. & Turchi, L. (2020a). Active Shakespeare: A social justice framework. In Ruiter, D., ed., The Arden Research Handbook of Shakespeare and Social Justice, London: Bloomsbury, pp. 47–59.CrossRefGoogle Scholar
Thompson, A. & Turchi, L. (2020b). Shakespeare teachers’ conversation: Teaching anti-racism through Shakespeare. 8 August 2020, www.youtube.com/watch?v=514eXyZ5kBo&feature=youtu.be.Google Scholar
Thomson, P. (2002). The comic actor and Shakespeare. In Wells, S. & Stanton, S., eds., The Cambridge Companion to Shakespeare on Stage, Cambridge: Cambridge University Press, pp. 137–54.Google Scholar
Thomson, P., Hall, C., Jones, K. & Sefton-Green, J. (2012). The signature pedagogies project: Final report, London: Creativity, Culture and Education.Google Scholar
Thomson, P., Hall, C., Thomas, D., Jones, K. & Franks, A. (2010). A Study of the Learning Performance Network an Education Programme of the Royal Shakespeare Company, London: Creativity, Culture and Education.Google Scholar
Tickle, J. (2017). The theories of Lev Vygostsky as a framework for a critical analysis of learning during drama festivals organized by the International Schools Theatre Association (ISTA). The International Schools Journal, 37(1), 86–98.Google Scholar
Trilling, D. (2020). Why is the UK government suddenly targeting ‘critical race theory’? The Guardian, 23 October. London. www.theguardian.com/commentisfree/2020/oct/23/uk-critical-race-theory-trump-conservatives-structural-inequality.Google Scholar
Tronto, J. C. (2017). Who Cares? How to Reshape a Democratic Politics, Ithaca: Cornell University Press.Google Scholar
Turner-King, R. (2018). Creating welcoming spaces in the city: Exploring the theory and practice of ‘hospitality’ in two regional theatres. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(3), 421–37.CrossRefGoogle Scholar
Turner, V. (1982). From Ritual to Theatre: The Human Seriousness of Play, New York: Performing Arts Journal.Google Scholar
Varaidzo, . (2019). The 21st-Century Curriculum. Seriously BBC Radio 4. London, British Broadcasting Company.Google Scholar
Villanueva, C. & O’Sullivan, C. (2020). Dramatic codifications: Possibilities and roadblocks for promoting critical reflection through drama in Chile. Research in Drama Education, 25(4), 526–42.CrossRefGoogle Scholar
Vincent, J. (2016). Perspectives on love as a component of professional practice. International Journal of Social Pedagogy, 5(1), 6–21.CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press.Google Scholar
Wales, P. (2009). Positioning the drama teacher: Exploring the power of identity in teaching practices. Research in Drama Education: The Journal of Applied Theatre and Performance, 14(2), 261–78.CrossRefGoogle Scholar
Way, B. (1967). Development Through Drama, London: Longman.Google Scholar
Webb, D. (2013). Pedagogies of hope. Studies in Philosophy and Education, 32(4), 397–414.CrossRefGoogle Scholar
Whitman, D. (2008). Sweating the Small Stuff: Inner-City Schools and the New Paternalism, Washington, DC: Thomas B. Fordham Institute.Google Scholar
Williams, N. (2018). Writing the collaborative process: Measure (still) for measure, Shakespeare, and rape culture. PARtake: The Journal of Performance as Research, 2(1), 1–20.Google Scholar
Wilson, R. (1997). NATO’s pharmacy: Shakespeare by prescription. In Joughin, J. J., ed., Shakespeare and National Culture, Manchester: Manchester University Press, pp. 58–82.Google Scholar
Wink, J. (2011). Critical Pedagogy: Notes from the Real World, 4th ed., New Jersey: Pearson.Google Scholar
Winn, J. (2015). The co-operative university: Labour, property and pedagogy. Power and Education, 7(1), 39–55.CrossRefGoogle Scholar
Winston, J. (2005). Between the aesthetic and the ethical: Analysing the tension at the heart of theatre in education. Journal of Moral Education, 34(3), 309–23.CrossRefGoogle Scholar
Winston, J. (2008). Beauty, laughter and the charming nature of drama. National Drama Conference, Durham. (Transcript of a keynote).Google Scholar
Winston, J. (2010). Beauty and Education, New York: Routledge.Google Scholar
Winston, J. (2013). ‘Play is the thing!’: Shakespeare, language play and drama pedagogy in the early years. The Journal of Aesthetic Education, 47(2), 1–15.CrossRefGoogle Scholar
Winston, J. (2015). Transforming the Teaching of Shakespeare with the Royal Shakespeare Company, London: Bloomsbury.CrossRefGoogle Scholar
Winston, J. & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. Research in Drama Education: The Journal of Applied Theatre and Performance, 18(1), 62–78.CrossRefGoogle Scholar
Winston, J. & Tandy, M. (2012). Beginning Shakespeare 4–11, London: Routledge.CrossRefGoogle Scholar
Wright, A. (2012). Fantasies of empowerment: Mapping neoliberal discourse in the coalition government’s schools policy. Journal of Education Policy, 27(3), 279–94.CrossRefGoogle Scholar
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.CrossRefGoogle Scholar

Save element to Kindle

To save this element to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Critical Pedagogy and Active Approaches to Teaching Shakespeare
Available formats
×

Save element to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Critical Pedagogy and Active Approaches to Teaching Shakespeare
Available formats
×

Save element to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Critical Pedagogy and Active Approaches to Teaching Shakespeare
Available formats
×