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Reflects on her career path as a Shakespearean and offers advice to early career academics on the importance of collaboration, patience, and curiosity.
Examines critical assumptions that led to theatrical omission of Katherine's English lesson in act three, scene four from Henry V for more than two centuries. Contends that this scene is of pivotal significance to the play's complex social and political subtext.
Describes early performances of Shylock in nineteenth-century Russia, considernig Western influences, the portrayal of other Jewish characters on the Russian stage, government monopoly over theatre, and anti-Semitism.
Shows how reading the storm in Tempest as an environmental catastrophe is not anachronistic.
Using Lucrece as an example, describes how early modern poets deploy sweat imagery to "signif[y] a fantasy of racial and sexual knowingness."
Argues that the "giftiness" of Shakespeare's plays positions commerce, conversation, and conversion as a triad and does not present a binary between gift-giving and commerce.
Applies just war theory to Henry V, focusing on the end of war and restitution.
Describes care-focused pedagogy for teaching Rape of Lucrece that respects survivors of sexual violence.
Traces virtues of cooperation, care, and courage through Shakespeare's works.
Traces disparate function of conversation in Shakespeare's works, as "intimate union," "combat," "infection," and "disciplinary practice." Considers conversations in Shakespeare in terms of interlocutors' social positions.