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Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson
| Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson |
| Autore | Greenberg Marissa |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Edinburgh : , : Edinburgh University Press, , [2024] |
| Descrizione fisica | 1 online resource (256 p.) : 5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations |
| Disciplina | 378.015 |
| Soggetto topico | EDUCATION / Aims & Objectives |
| ISBN |
9781399516679
1399516671 9781399516662 1399516663 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- List of Figures -- Acknowledgments -- Abstracts -- Notes on Contributors -- Introduction -- 1. On Shakespeare, Anticolonial Pedagogy, and Being Just -- 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument" -- 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach -- 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution -- 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley -- 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio -- 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces -- 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape -- 9. Shakespeare's Mixed Stock: Biracial Affect in the Field -- 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare -- Afterword -- Bibliography -- Index |
| Record Nr. | UNINA-9910767589403321 |
Greenberg Marissa
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| Edinburgh : , : Edinburgh University Press, , [2024] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson
| Situating Shakespeare Pedagogy in US Higher Education : Social Justice and Institutional Contexts / / ed. by Marissa Greenberg, Elizabeth Williamson |
| Pubbl/distr/stampa | Edinburgh : , : Edinburgh University Press, , [2024] |
| Descrizione fisica | 1 online resource (256 p.) : 5 B/W illustrations 5 colour illustrations 5 black & white and 5 colour illustrations |
| Soggetto topico | EDUCATION / Aims & Objectives |
| ISBN | 1-3995-1666-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Frontmatter -- Contents -- List of Figures -- Acknowledgments -- Abstracts -- Notes on Contributors -- Introduction -- 1. On Shakespeare, Anticolonial Pedagogy, and Being Just -- 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare's "Monument" -- 3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach -- 4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution -- 5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley -- 6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio -- 7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces -- 8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape -- 9. Shakespeare's Mixed Stock: Biracial Affect in the Field -- 10. Who Shot Romeo? And How Can We Stop the Bleeding? Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare -- Afterword -- Bibliography -- Index |
| Record Nr. | UNISA-996580170403316 |
| Edinburgh : , : Edinburgh University Press, , [2024] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||