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What does it mean to teach Shakespeare with purpose? It means
freeing teachers from the notion that teaching Shakespeare means
teaching everything, or teaching "Western Civilisation" and
universal themes. Instead, this invigorating new book equips
teachers to enable student-centred discovery of these complex
texts. Because Shakespeare's plays are excellent vehicles for many
topics -history, socio-cultural norms and mores, vocabulary,
rhetoric, literary tropes and terminology, performance history,
performance strategies - it is tempting to teach his plays as
though they are good for teaching everything. This lens-free
approach, however, often centres the classroom on the teacher as
the expert and renders Shakespeare's plays as fixed, determined,
and dead. Teaching Shakespeare with Purpose shows teachers how to
approach Shakespeare's works as vehicles for collaborative
exploration, to develop intentional frames for discovery, and to
release the texts from over-determined interpretations. In other
words, this book presents how to teach Shakespeare's plays as
living, breathing, and evolving texts.
This book focuses on the impact of sustained and evolving
collaborations, showcasing research and scholarship in a faculty
group-consisting of 28 professors from five regional
universities-meeting and supporting each other since 2002.
Originally an innovation introduced by Cheryl J. Craig and funded
by a reform movement, the Faculty Academy continues to flourish in
the fourth largest city in America long after the reform initiative
abandoned its charge. Contributors to this volume represent all
stages of careers, include all races and genders, and write from a
multiplicity of disciplinary stances (literacy, mathematics,
science, social education, multiculturalism, English as a Second
Language, accountability, etc.). In addition to fascinatingly
diverse perspectives on teacher education, the authors also
investigate issues related to career trajectories-including
experiences of vulnerability. The volume illuminates how the
Faculty Academy works as a dynamic academic and social bond: not
only as a glue that binds members in community, but also in
rigorous intellectual commitments that fuel their collective
knowing and advance their careers while providing leadership,
mentorship, and modelling in up-close and timely ways.
What does it mean to teach Shakespeare with purpose? It means
freeing teachers from the notion that teaching Shakespeare means
teaching everything, or teaching "Western Civilisation" and
universal themes. Instead, this invigorating new book equips
teachers to enable student-centred discovery of these complex
texts. Because Shakespeare's plays are excellent vehicles for many
topics -history, socio-cultural norms and mores, vocabulary,
rhetoric, literary tropes and terminology, performance history,
performance strategies - it is tempting to teach his plays as
though they are good for teaching everything. This lens-free
approach, however, often centres the classroom on the teacher as
the expert and renders Shakespeare's plays as fixed, determined,
and dead. Teaching Shakespeare with Purpose shows teachers how to
approach Shakespeare's works as vehicles for collaborative
exploration, to develop intentional frames for discovery, and to
release the texts from over-determined interpretations. In other
words, this book presents how to teach Shakespeare's plays as
living, breathing, and evolving texts.
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