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Teaching Social Justice Through ShakespeareWhy Renaissance Literature Matters Now$
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Hillary Eklund and Wendy Beth Hyman

Print publication date: 2019

Print ISBN-13: 9781474455589

Published to Edinburgh Scholarship Online: May 2020

DOI: 10.3366/edinburgh/9781474455589.001.0001

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Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance

Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance

Chapter:
(p.76) Chapter 6 Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance
Source:
Teaching Social Justice Through Shakespeare
Author(s):

Ruben Espinosa

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9781474455589.003.0007

Questions of race, ethnicity, power, and identity are not “marginal” to the study of early modern texts, but are indeed central to the work of teaching Shakespeare to students living along the U.S.–Mexico border. Lack of visibility and access regularly alienates Chicanx, Latinx, and other students who have never been invited to imagine Shakespeare as “theirs.” This chapter details an innovative strategy for addressing this problem: student-directed productions (five-minute films) that incorporate original Shakespearean language with dialogue of the students’ own, in which students are free to address contemporary social issues. The result is creative projects that help students feel visible, surmount linguistic barriers, and put the issues that matter to them on the “map.”

Keywords:   Chicanx, Latinx, Borderlands, Immigration, Language, Spanish, Race, racism, Collaboration, Digital pedagogy, Performance

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