Overview
- Examines the innovative work teachers and scholars are doing to make Shakespeare’s plays accessible
- Combines disability theory, critical race theory, queer theory and class/socio-economic identity
- Argues that Shakespeare’s currency and central role in the university curriculum create opportunities
Part of the book series: Palgrave Shakespeare Studies (PASHST)
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Table of contents (14 chapters)
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Front Matter
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Inclusive Shakespeares in Performance
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Front Matter
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Inclusive Shakespeares in Pedagogy
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Front Matter
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Back Matter
Keywords
About this book
Editors and Affiliations
About the editors
Sonya Freeman Loftis (co-editor) is Chair of English and Professor of English at Morehouse College, USA, where she specializes in Renaissance literature and disability studies. She is the author of Shakespeare and Disability Studies (2021), Imagining Autism (2015), and Shakespeare's Surrogates (2013), as well as the co-editor of Shakespeare's Hamlet in an Era of Textual Exhaustion (2017). Her work has appeared in Shakespeare Survey, The Disability Studies Reader, Disability Studies Quarterly, and Shakespeare Bulletin. She currently serves on the editorial boards of Journal of Literary and Cultural Disability Studies, Disability Studies Quarterly, Review of Disability Studies, and Ought: The Journal of Autistic Culture.
Mardy Philippian (co-editor) is Associate Professor of English Studies, former Associate Dean for the College of Humanities, Fine Arts, and Communication, and Director of the Literature and Language concentration at Lewis University, USA, where he teaches courses in Shakespeare, Milton, and early modern English literature. Since 2011, he has served as a member of the editorial board of The Oswald Review: International Journal of Undergraduate Research and Criticism in the Discipline of English. His reviews, articles, and book chapters have appeared in Literature and Film Quarterly, Film Criticism, Prose Studies, Forum for World Literature Studies, in the edited collection Recovering Disability in Early Modern England (2013), and in Early Modern Culture.
Justin P. Shaw (co-editor) is an Assistant Professor of English at Clark University, USA, where his teaching and research exploresthe intersections of race, emotions, and disability in Shakespeare and early modern English texts. He is completing a book project that examines how disability and racial identity are articulated through melancholic discourse in drama, poetry and prose. Committed to both public and traditional scholarship, his work appears in Early Theatre, White People in Shakespeare (2022), and the forthcoming Oxford Handbook of Race, Travel, and Identity in Early Modern England, 1550-1700. He is a former fellow of the James Weldon Johnson Institute for the Study of Race and Difference, has helped to curate exhibits for the Michael C. Carlos Museum such as Desire & Consumption: The New World in the Age of Shakespeare and First Folio: The Book that Gave Us Shakespeare, and has developed the extensive digital humanities project, Shakespeare and the Players.
Bibliographic Information
Book Title: Inclusive Shakespeares
Book Subtitle: Identity, Pedagogy, Performance
Editors: Sonya Freeman Loftis, Mardy Philippian, Justin P. Shaw
Series Title: Palgrave Shakespeare Studies
DOI: https://doi.org/10.1007/978-3-031-26522-8
Publisher: Palgrave Macmillan Cham
eBook Packages: Literature, Cultural and Media Studies, Literature, Cultural and Media Studies (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Hardcover ISBN: 978-3-031-26521-1Published: 11 November 2023
Softcover ISBN: 978-3-031-26524-2Due: 12 December 2023
eBook ISBN: 978-3-031-26522-8Published: 10 November 2023
Series ISSN: 2731-3204
Series E-ISSN: 2731-3212
Edition Number: 1
Number of Pages: XVI, 265
Number of Illustrations: 1 b/w illustrations
Topics: Early Modern/Renaissance Literature, Performing Arts, Literature, general, Adaptation Studies