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A heartrending and engrossing memoir that challenges narratives of
racial progress and postracial America. From a distance, Matthieu
Chapman’s life and accomplishments serve as an example of racial
progress in America: the first in his family to go to college, he
earns two master’s degrees and a doctorate and then becomes a
professor of theater. Despite his personal and academic success,
however, the specter of antiblackness continues to haunt his every
moment and interaction. Told through fragments, facets, shards,
slivers, splinters, and absences, Shattered places Chapman’s own
story in dialogue with US history and structural analysis of race
to relay the experience of being very alive in a demonstrably
antiblack society—laying bare the impact of the American way on
black bodies, black psyches, and black lives. From the Church of
Jesus Christ of Latter-day Saints to the offices of higher
education, from a Loyal White Knights flyer on his windshield to a
play with black students written by a black playwright, Chapman’s
life story embodies the resistance that occurs, the shattering,
collapsing, and reconfiguring of being that happens in the
collisions between conceptions of blackness. Shattered is a
heartrending and thought-provoking challenge to narratives of
racial progress and postracial America—an important reminder that
systemic antiblack racism affects every black person regardless of
what they achieve in spite of it.
This is the first book to deploy the methods and ensemble of
questions from Afro-pessimism to engage and interrogate the methods
of Early Modern English studies. Using contemporary Afro-pessimist
theories to provide a foundation for structural analyses of race in
the Early Modern Period, it engages the arguments for race as a
fluid construction of human identity by addressing how race in
Early Modern England functioned not only as a marker of human
identity, but also as an a priori constituent of human
subjectivity. Chapman argues that Blackness is the marker of social
death that allows for constructions of human identity to become
transmutable based on the impossibility of recognition and
incorporation for Blackness into humanity. Using dramatic texts
such as Othello, Titus Andronicus, and other Early Modern English
plays both popular and lesser known, the book shifts the binary
away from the currently accepted standard of white/non-white that
defines "otherness" in the period and examines race in Early Modern
England from the prospective of a non-black/black antagonism. The
volume corrects the Afro-pessimist assumption that the Triangle
Slave Trade caused a rupture between Blackness and humanity. By
locating notions of Black inhumanity in England prior to chattel
slavery, the book positions the Triangle Trade as a result of,
rather than the cause of, Black inhumanity. It also challenges the
common scholarly assumption that all varying types of human
identity in Early Modern England were equally fluid by arguing that
Blackness functioned as an immutable constant. Through the use of
structural analysis, this volume works to simplify and demystify
notions of race in Renaissance England by arguing that race is not
only a marker of human identity, but a structural antagonism
between those engaged in human civil society opposed to those who
are socially dead. It will be an essential volume for those with
interest in Renaissance Literature and Culture, Shakespeare,
Contemporary Performance Theory, Black Studies, and Ethnic Studies.
This is the first book to deploy the methods and ensemble of
questions from Afro-pessimism to engage and interrogate the methods
of Early Modern English studies. Using contemporary Afro-pessimist
theories to provide a foundation for structural analyses of race in
the Early Modern Period, it engages the arguments for race as a
fluid construction of human identity by addressing how race in
Early Modern England functioned not only as a marker of human
identity, but also as an a priori constituent of human
subjectivity. Chapman argues that Blackness is the marker of social
death that allows for constructions of human identity to become
transmutable based on the impossibility of recognition and
incorporation for Blackness into humanity. Using dramatic texts
such as Othello, Titus Andronicus, and other Early Modern English
plays both popular and lesser known, the book shifts the binary
away from the currently accepted standard of white/non-white that
defines "otherness" in the period and examines race in Early Modern
England from the prospective of a non-black/black antagonism. The
volume corrects the Afro-pessimist assumption that the Triangle
Slave Trade caused a rupture between Blackness and humanity. By
locating notions of Black inhumanity in England prior to chattel
slavery, the book positions the Triangle Trade as a result of,
rather than the cause of, Black inhumanity. It also challenges the
common scholarly assumption that all varying types of human
identity in Early Modern England were equally fluid by arguing that
Blackness functioned as an immutable constant. Through the use of
structural analysis, this volume works to simplify and demystify
notions of race in Renaissance England by arguing that race is not
only a marker of human identity, but a structural antagonism
between those engaged in human civil society opposed to those who
are socially dead. It will be an essential volume for those with
interest in Renaissance Literature and Culture, Shakespeare,
Contemporary Performance Theory, Black Studies, and Ethnic Studies.
How can theatre and Shakespearean performance be used with
different communities to assist personal growth and development,
while advancing social justice goals? Employing an integrative
approach that draws from science, actor training, therapeutical
practices and current research on the senses, this study reveals
the work being done by drama practitioners with a range of
specialized populations, such as incarcerated people, neurodiverse
individuals, those with physical or emotional disabilities,
veterans, persons labeled 'rough sleepers' and many others. With
insights drawn from visits to numerous international programs, it
argues that these endeavors succeed when they engage all five human
senses and incorporate kinesthetic learning, thereby tapping into
the diverse benefits associated with artistic, movement and
mindfulness practices. Neither theatre nor Shakespeare is
universally beneficial, but the syncretic practices described in
this book offer tools for physical, emotional and collaborative
undertakings that assist personal growth and development, while
advancing social justice goals. Among the practitioners and
companies whose work is examined here are programs from the
Shakespeare in Prison Network, the International Opera Theater,
Blue Apple Theatre, Flute Theatre, DeCruit and Feast of Crispian
programs for veterans, Extant Theatre and prison programs in
Kolkata and Mysore, India.
The official journal of the Mid-America Theatre Conference Theatre
History Studies is the official journal of the Mid-America Theatre
Conference, Inc. (MATC). The conference is dedicated to the growth
and improvement of all forms of theatre throughout a twelve-state
region that includes the states of Illinois, Iowa, Nebraska,
Kansas, Missouri, Minnesota, North Dakota, South Dakota, and
Wisconsin. Its purposes are to unite people and organizations
within this region and elsewhere who have an interest in theatre
and to promote the growth and development of all forms of theatre.
Published annually since 1981, Theatre History Studies provides
critical, analytical, and descriptive essays on all aspects of
theatre history and is devoted to disseminating the highest quality
peer-review scholarship in the field.
A multidisciplinary guide to classroom discussion of race in the
European Renaissance. Â Teaching Race in the European
Renaissance: A Classroom Guide provides both educators and students
the tools they need to discuss race in the European Renaissance
both in its unique historical contexts and as part of a broader
continuum with racial thinking today. The volume gathers scholars
of the English, French, Italian, and Iberian Renaissances to
provide exercises, lesson plans, methodologies, readings, and other
resources designed to bring discussions of race into a broad
spectrum of classes on the early modern period, from literature to
art history to the history of science. This book is designed to
help educators create more diverse and inclusive syllabi and
curricula that engage and address a diverse,
twenty-first-century student body composed of students from a
growing variety of cultural, national, ethnic, and racial
backgrounds. By providing clear, concise, and diverse methodologies
and analytical focuses, Teaching Race in the European Renaissance:
A Classroom Guide will help educators in all areas of Renaissance
Studies overcome the anxiety and fear that can come with stepping
outside of their expertise to engage with the topic of race, while
also providing expert scholars of race in the Renaissance with new
techniques and pedagogies to enhance the classroom experience of
their students.
A multidisciplinary guide to classroom discussion of race in the
European Renaissance. Â Teaching Race in the European
Renaissance: A Classroom Guide provides both educators and students
the tools they need to discuss race in the European Renaissance
both in its unique historical contexts and as part of a broader
continuum with racial thinking today. The volume gathers scholars
of the English, French, Italian, and Iberian Renaissances to
provide exercises, lesson plans, methodologies, readings, and other
resources designed to bring discussions of race into a broad
spectrum of classes on the early modern period, from literature to
art history to the history of science. This book is designed to
help educators create more diverse and inclusive syllabi and
curricula that engage and address a diverse,
twenty-first-century student body composed of students from a
growing variety of cultural, national, ethnic, and racial
backgrounds. By providing clear, concise, and diverse methodologies
and analytical focuses, Teaching Race in the European Renaissance:
A Classroom Guide will help educators in all areas of Renaissance
Studies overcome the anxiety and fear that can come with stepping
outside of their expertise to engage with the topic of race, while
also providing expert scholars of race in the Renaissance with new
techniques and pedagogies to enhance the classroom experience of
their students.
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Theatre History Studies 2023, Volume 42
Lisa Jackson-Schebetta; Lisa Jackson-Schebetta, Patricia Herrera, Marci R McMahon, Cynthia Running-Johnson, …
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R926
Discovery Miles 9 260
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Ships in 12 - 17 working days
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The official journal of the Mid-America Theatre Conference.
Applied Shakespeare is attracting growing interest from
practitioners and academics alike, all keen to understand the ways
in which performing his works can offer opportunities for
reflection, transformation, dialogue regarding social justice, and
challenging of perceived limitations. This book adds a new
dimension to the field by taking an interdisciplinary approach to
topics which have traditionally been studied individually,
examining the communication opportunities Shakespeare's work can
offer for a range of marginalized people. It draws on a diverse
range of projects from across the globe, many of which the author
has facilitated or been directly involved with, including those
with incarcerated people, people with mental health issues,
learning disabilities and who have experienced homelessness. As
this book evidences, Shakespeare can be used to alter the spatial
constraints of people who feel imprisoned, whether literally or
metaphorically, enabling them to speak and to be heard in ways
which may previously have been elusive or unattainable. The book
examines the use of trauma-informed principles to explore the ways
in which consistency, longevity, trust and collaboration enable the
development of resilience, positive autonomy and communication
skills. It explores this phenomenon of creating space for people to
find their own way of expressing themselves in a way that
mainstream society can understand, whilst also challenging society
to 'see better' and to hear better. This is not a process of social
homogenisation but of encouraging positive interactions and
removing the stigma of marginalization.
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