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9781474455589

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"Eklund and Hyman brilliantly demonstrate how Shakespeare can be an instrument of social justice, providing a common discourse that unites communities, yet one that can defamiliarize and disrupt current systems of power and knowledge. If Shakespeare's work has sometimes been enlisted as a vehicle of structural oppression, the essays in this volume reveal its value for pedagogies that resist, transform, and impel action.-- ""Karen Raber, University of Mississippi"" This collection inspires the possibility that we might make new kinds of common ground from Shakespeare by creating learn-ing experiences for our students that help them build just relations to others around the planet. A matrix of globally connected class-rooms could help students understand and participate in social justice projects that they could perhaps not even imagine before our classrooms begin to serve them as portals to the world--portals from which, with new ""terrestrial"" pedagogies, pedagogies of grace, we may have some hope of saving one another, and the planet.--Carolyn Sale ""Shakespeare Studies"" Teaching Social Justice Through Shakespeare felt urgently needed in 2019. Writing this review in the summer of 2020 [...] the urgency feels so much the greater. Eklund and Hyman have assembled an extraordinary array of essays, ones that draw Shakespeare into discussions of (among other things) race, gender and gender identity, disability, incarceration, and environmental devastation.--James Kuzner ""Journal for Early Modern Cultural Studies"" It would be difficult to overstate the importance of Hilary Eklund and Wendy Beth Hyman's Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now. This collection will no doubt serve as an essential resource to any instructor who wants to restructure a Shakespeare course in foundational ways. [...] This is the most timely and relevant book that professors can read right now.--Joanne Diaz ""Medieval & Renaissance Drama in England"""

Eklund and Hyman brilliantly demonstrate how Shakespeare can be an instrument of social justice, providing a common discourse that unites communities, yet one that can defamiliarize and disrupt current systems of power and knowledge. If Shakespeare's work has sometimes been enlisted as a vehicle of structural oppression, the essays in this volume reveal its value for pedagogies that resist, transform, and impel action.-- ""Karen Raber, University of Mississippi"" This collection inspires the possibility that we might make new kinds of common ground from Shakespeare by creating learn-ing experiences for our students that help them build just relations to others around the planet. A matrix of globally connected class-rooms could help students understand and participate in social justice projects that they could perhaps not even imagine before our classrooms begin to serve them as portals to the world--portals from which, with new ""terrestrial"" pedagogies, pedagogies of grace, we may have some hope of saving one another, and the planet.--Carolyn Sale ""Shakespeare Studies"" Teaching Social Justice Through Shakespeare felt urgently needed in 2019. Writing this review in the summer of 2020 [...] the urgency feels so much the greater. Eklund and Hyman have assembled an extraordinary array of essays, ones that draw Shakespeare into discussions of (among other things) race, gender and gender identity, disability, incarceration, and environmental devastation.--James Kuzner ""Journal for Early Modern Cultural Studies"" It would be difficult to overstate the importance of Hilary Eklund and Wendy Beth Hyman's Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now. This collection will no doubt serve as an essential resource to any instructor who wants to restructure a Shakespeare course in foundational ways. [...] This is the most timely and relevant book that professors can read right now.--Joanne Diaz ""Medieval & Renaissance Drama in England""

Author Information

Hillary Eklund is Provost Distinguished Professor, Associate Professor of English, and Chair of the department at Loyola University New Orleans. She is the author of Literature and Moral Economy in the Early Modern Atlantic: Elegant Sufficiencies (Ashgate, 2015) and the editor of Ground-Work: English Renaissance Literature and Soil Science (Duquesne University Press, 2017). She has essays published or forthcoming in journals such as Shakespeare Studies, SEL, and Criticism, and in essay collections on a variety of topics from Shakespeare and Spenser to the environmental humanities. Her book in progress investigates the representations, uses, and controversies surrounding wetlands in the early modern period. Wendy Beth Hyman is Associate Professor of English and Comparative Literature at Oberlin College. She is author of the Impossible Desire and the Limits of Knowledge in Renaissance Poetry (Oxford UP, 2019), and editor of The Automaton in English Renaissance Literature (Ashgate 2011). She has published essays on early modern mechanical birds, insect poetry and early modern microscopy, the inner lives of Renaissance machines, physics and metaphysics in early modern lyric, metaphoricity and science, jacquemarts and Jack Falstaff, Spenser's Faerie Queene, Nashe's Unfortunate Traveller, and the pedagogy of book history. Professor Hyman is at work on a second monograph, attending to the relationships among mimesis, myth, and other kinds of literary fictions in Shakespearean and Spenserian romance.

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