Dissertation/Thesis Abstract

Shakespeare in the Classroom: Challenging the Expected
by Hake, Kourtney, M.A., Southern Illinois University at Edwardsville, 2019, 79; 13864657
Abstract (Summary)

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.

Indexing (document details)
Advisor: Johnson, Heather G.S.
Commitee: Anderson, Jill K., Ramaswamy, Anushiya
School: Southern Illinois University at Edwardsville
Department: English
School Location: United States -- Illinois
Source: MAI 58/06M(E), Masters Abstracts International
Subjects: Secondary education, British and Irish literature
Keywords: Gender, Shakespeare
Publication Number: 13864657
ISBN: 978-1-392-24533-0
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