Situating Shakespeare Pedagogy in US Higher Education: Social Justice and Institutional Contexts
https://www.worldshakesbib.org/entry/aaao821/
Author:
	Greenberg, Marissa; Williamson, Elizabeth, editors.
Type:
	Book Collection
Year:
	2024
Publication Information:
	Edinburgh: Edinburgh University Press, 2024. xx + 228 (https://www.jstor.org/stable/10.3366/jj.9941140)
Annotation:
	Includes ten essays on Shakespeare. Afterword by Wendy Beth Hyman.
Shakespearean Content:
	Dhar, "On Shakespeare, Anticolonial Pedagogy, and Being Just"
	Oh, "Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's 'Monument'"
	Muñoz, "Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach"
	Metzger, "Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution"
	Brokaw, "Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley"
	Gillen, "Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio"
	Geng, "Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces"
	Mendoza, "Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape"
	Biggie, "Shakespeare's Mixed Stock: Biracial Affect in the Field"
	De Barros, "Who Shot Romeo? And How Can We Stop the Bleeding?: Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare"
Language:
	English
Reviews:
	Jensen, Savannah. Borrowers and Lenders: The Journal of Shakespeare and Appropriation 16, no. 2: https://doi.org/10.18274/BXJG9786.
Persons:
	Hyman, Wendy Beth
Tags:
	Festschriften and Edited Collections
WSB Update:
	Fall 2025
WSB Record Number:
	aaao821