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Suggests that "restorying" the canon can welcome non-white readers to British literature and Shakespeare. Describes teaching Shasta Schatz's costumes to demonstrate their "research, crafting, and theatrical performance" and to critique race and its constructs. English summary, xiii.

"Focuses on the pedagogical potential of engaging with Shakespeare through the lens of Borderlands theories, histories, and cultural production," drawing on experiences teaching Shakespeare in San Antonio, Texas. Shows value of teaching Shakespearean intertexts and adaptations. Describes creation of new courses, namely, Decolonial Shakespeares and Intersectional Shakespeares, as a way to decenter Shakespeare's canonicity. English summary, xii-xiii.

Describes how "Shakespeare in Yosemite" emphasizes importance of "ecodramaturgy," place-based theatre that values the natural environment, and community building. Describes two productions: Imogen in the Wild (2021), part of Cymbeline in the Anthropocene, and Love's Labor's Lost (2022). Models how to engage students with ideas of environmental justice in Shakespeare projects. English summary, xii.

Describes value of supporting student discussion about "the meaning of whiteness as settler ideology" in relation to Shakespeare and the lands on which they study, drawing on critical race theory and place-based critical geography studies. English summary, xi-xii.

Suggests that Shakespeare's language and status as elite literature can be particularly alienating to minoritized students. Offers concrete suggestions for making Shakespeare more accessible to all students, including using open-access editions and multimedia content such as recordings of performances. English summary, xi.

Describes "a Shakespeare protest assignment" that engages with student "desire to 'cancel' Shakespeare." Explores Shakespeare's embededness in educational institutions and offers avenues to guide students' attention to power inequities in Shakespeare's plays. English summary, x-xi.

Describes experience teaching Shakespeare as BIPOC scholar, including student reactions and expectations. Offers guiding questions to help students engage with Shakespeare and ideas of race. English summary, x.

Includes ten essays on Shakespeare. Afterword by Wendy Beth Hyman.

Shows how Goethe's interpretation of Hamlet in Wilhelm Meisters Lehrjahre (1794/95) was translated and published in excerpts as standalone criticism without the framing context of the novel. Demonstrates that how this epistolary novel became emblematic of Goethe's Shakespeare criticism. English summary, 28.

Argues that Shakespeare revised Romeo and Juliet for the second quarto publication because Shakespeare's loyalties changed, linking the play to the Earl of Southampton's family (focusing on Mary Browne, the 1st Viscount Montague's daughter). Positions Romeo and Juliet "as sequel to Taming of the Shrew."