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OverviewReading Shakespeare through Drama arises out of case study research which focuses on reading as a socio-cultural practice. Underpinned by theories of reading, learning, drama and play, it is, nevertheless, rooted in the everyday work of secondary English classrooms. Utilising the dialogic ambiguities inherent in Shakespeare's playscripts, this collaborative approach to reading pays particular attention to adolescent readers as meaning-makers and cultural producers. The authors examine different iterations of 'active Shakespeare' pedagogies in the UK, the USA and Australia, drawing a distinction between 'reading through drama' as an approach and the theatre inflected practices promoted by well-known arts-based institutions. Observational and interview data highlight the importance of addressing issues concerning identity and representation that are inevitably raised by the study of canonical literature. Importantly, this Element situates teachers' practice within broader ideological contexts at institutional and national policy level, particularly from the perspective of England's highly regulated system of schooling. Full Product DetailsAuthor: Jane Coles , Maggie Pitfield (Goldsmiths, University of London)Publisher: Cambridge University Press Imprint: Cambridge University Press Edition: New edition Dimensions: Width: 12.80cm , Height: 0.60cm , Length: 17.70cm Weight: 0.110kg ISBN: 9781009001984ISBN 10: 1009001981 Pages: 75 Publication Date: 07 July 2022 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: Manufactured on demand We will order this item for you from a manufactured on demand supplier. Table of Contents1. Introduction; 2. Frameworks: Learning, Reading and Playing; 3. Shakespeare in Practice: Institutional Constraints and Teacher Agency; 4. Shakespeare in Practice: Reading Through Drama; 5. Conclusions; References.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |