Kapitel in diesem Buch

1. Frontmatter i
2. Contents v
3. Acknowledgments viii
4. Notes on the Contributors ix
5. Introduction: Making Meaning and Doing Justice with Early Modern Texts 1
6. I. Defamiliarizing Shakespeare
7. 1. Topical Shakespeare and the Urgency of Ambiguity 27
8. 2. Shakespeare in Transition: Pedagogies of Transgender Justice and Performance 36
9. 3. Shakespeare in Japan: Disability and a Pedagogy of Disorientation 46
10. 4. Global Performance and Local Reception: Teaching Hamlet and More in Singapore 55
11. II. Decolonizing Shakespeare
12. 5. African-American Shakespeares: Loving Blackness as Political Resistance 67
13. 6. Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance 76
14. 7. “Intelligently organized resistance”: Shakespeare in the Diasporic Politics of John E. Bruce 85
15. III. Ethical Queries and Practices
16. 8. Sexual Violence, Trigger Warnings, and the Early Modern Classroom 97
17. 9. Rural Shakespeare and the Tragedy of Education 106
18. 10. Shakespearean Tragedy, Ethics, and Social Justice 115
19. 11. Teaching Environmental Justice and Early Modern Texts: Collaboration and Connected Classrooms 124
20. 12. Failing with Shakespeare: Political Pedagogy in Trump’s America 134
21. IV. Revitalizing the Archive and Remixing Traditional Approaches
22. 13. Teaching Serial with Shakespeare: Using Rhetoric to Resist 145
23. 14. Adjunct Pleasure: Shakespeare’s Sonnets and the Writing on the Walls 155
24. 15. Confronting Bias and Identifying Facts: Teaching Resistance Through Shakespeare 165
25. 16. Literary Justice: The Participatory Ethics of Early Modern Possible Worlds 174
26. V. Shakespeare, Service, and Community
27. 17. Shakespeare, Service Learning, and the Embattled Humanities 187
28. 18. Teaching Shakespeare Inside Out: Creating a Dialogue Between Traditional and Incarcerated Students 197
29. 19. “‘Shakespeare’ on his lips”: Dreaming of the Shakespeare Center for Radical Thought and Transformative Action 206
30. 20. From Pansophia to Public Humanities: Connecting Past and Present Through Community-Based Learning 215
31. 21. Cultivating Critical Content Knowledge: Early Modern Literature, Pre-service Teachers, and New Methodologies for Social Justice 225
32. An Afterword About Self/ Communal Care 235
33. Bibliography 239
34. Index 261