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Explores truth, lies, and trust in Shakespeare's sonnets in relation to the poet and speaker, suggesting that sonnet 138 "indicate[s]...a frustration with trust."
Poem; "reworking of material from King Lear."
Reads B. B. Mdledle’s isiXhosa translation UMacbeth (q.v.) "as a form of intsomi (fable or cautionary tale)" and "intlekele (a tragedy)," emphasizing Fate, Fortune, and supernatural elements. Positions UMacbeth in African cultural contexts, including at the time "many African countries achieved independence." English summary, 97.
Explores Bakhtinian concepts of carnivalesque and dialogism in Margaret Atwood's Hag-seed (q.v.), arguing that Atwood's "metatheatricality and magical realism" use Shakespeare's Tempest to "offer a powerful reflection on freedom and imprisonment." English summary, 83.
Draws parallels between Shakespeare's lifelong interest in "the charismatic power of royalty," the 2022 coronation of Charles III, post-apartheid South Africa, and A. S. Byatt's The Virgin in the Garden (1978) about Queen Elizabeth II's coronation. English summary, 71.
Relates history of teaching Shakespeare in South African schools. Advocates "translanguaging" as a way to engage students with Shakesepare's text, support their understanding, and value their language competencies. Describes translanguaging Macbeth with grade ten class comprising multilingual students. English summary, 55.
Pushes back against utilitarian and pragmatic defenses of Shakespeare that see the usefulness of the plays in their ability to achieve a particular goal. Shows that the plays invite "participation in the game for its own sake before any further end." English summary, 46.
Describes 2022 performance of Romeo and Juliet at Puntozero Theatre, showcasing actors and production agents from Cesare Beccaria juvenile detention centre in Milan as part of the TYPUS (Transforming Young People Using Shakespeare) project. Suggests that prison Shakespeare can contribute to decolonial studies because of its transformative power. English summary, 33.
Describes showing students a YoutTube video about Shakespeare's life and reports how their responses echo feminist interventions. Uses trial metaphor to group student responses into prosecutors, judges, and sympathetic jury. Suggests biographical criticism as fruitful way to integrate feminist pedagogy into the Shakespeare class. English summary, 21.
"Argue[s] that Paulina embodies a version of Boethius’s Lady Philosophy," "allow[ing] her to issue a challenge to the authority of a man in a way that makes her an inspiring feminist, and an icon for life-affirming, regenerative friendship between women" that transcends tragedy. English summary, 14.