Infusing race and other identity markers in secondary-classroom study of Shakespeare: A framework for design of K-12/teacher education instruction
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Document Type
Contribution to Book
Book Title
Design and Discomfort: Teaching Shakespeare and Race
Editor(s)
L. Turchi
Description
Conventional K–12 approaches to Shakespeare and other pre-/early modern texts frequently render race invisible and gender, religious affiliation, and immigration status—and intersections among such minoritized identity markers—invisible or uncomplicated. We offer a framework of design and inquiry that aims to challenge, trouble, and interrogate such approaches. Our framework draws upon research and practice we conducted for several years through the Center for Shakespeare in Diverse Classrooms at the University of California, Davis (hereafter, “the Center”). We conducted this work in collaboration with leaders and practitioners of Globe Education, Shakespeare’s Globe, London. This partnership created immersive, inquiry-based, and sustained experiences for teachers using drama-based practices as a means to engage with texts and unveil possibilities for critical exploration (Athanases & Sanchez, 2020a). This chapter draws upon projects and insights from this work, informed by additional collaborators in California and London, including early career teachers, teacher mentors,[38] teacher educators, and Shakespeare scholars. We also place that work in conversation with RaceB4Race (RB4R) scholarship to provide tools and practical ideas for teachers aiming to infuse Shakespeare and other pre-/early modern works into their curricula and inquire into what unfolds in culturally, racially, and linguistically diverse classrooms...
Buy Link
https://acmrspress.com/9780866986243/design-and-discomfort/
Find in WorldCat
https://search.worldcat.org/title/1525438467
ISBN
978-0866987998
Publication Date
1-1-2025
Publisher
ACMRS Press
City
Tempe, AZ
First Page
39
Last Page
64
Disciplines
Education
Recommended Citation
Athanases, Steven Z.; Houk, Julia G.; Sanchez, Sergio L.; and Cahalan, O. L., "Infusing race and other identity markers in secondary-classroom study of Shakespeare: A framework for design of K-12/teacher education instruction" (2025). Benerd College Faculty Books and Book Chapters. 88.
https://scholarlycommons.pacific.edu/ed-facbooks/88
