This study interrogates the teaching of Shakespeare’s plays at the high school level. Teachers are frequently too reticent, or possibly pressed for time, to fully delve into all the issues presented in his plays. Though there are relatively few female characters, Shakespeare deals with gender in a myriad of ways. By looking specifically at the female characters and their reactions to a patriarchal society, women can learn how to work within a repressive system to remain independent. Focusing on specific themes relating to the plays, I plan to discuss specific topics that modern teachers initially avoid when teaching Shakespeare to high school students. Rather than avoiding taboo topics, teachers should embrace discomfort in the classroom and create an open space to engage in frank discussions about gender, sexuality, and friendship.
|Advisor:||Johnson, Heather G.S.|
|Commitee:||Anderson, Jill K., Ramaswamy, Anushiya|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 58/06M(E), Masters Abstracts International|
|Subjects:||Secondary education, British and Irish literature|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be