Details van artikel 149 van 216 gevonden artikelen
Representing Shakespeare: critical theory and classroom practice
Titel:
Representing Shakespeare: critical theory and classroom practice
Auteur:
Bottoms, Janet
Verschenen in:
Cambridge journal of education
Paginering:
Jaargang 25 (1995) nr. 3 pagina's 361-373
Jaar:
1995-11
Inhoud:
Discussion about the place of Shakespeare in education has been given new impetus by two recent developments -- one, the unique place given him in the National Curriculum, and the other, the rise of critical 'theory'. The question 'why Shakespeare?' is not one which can be avoided these days, but equally it cannot be separated from the question of what is meant by 'Shakespeare' in the context of the school. Educational, as well as literary and cultural theories, are involved. Publishers have responded to the National Curriculum require- ment with a spate of new or re-issued editions and resource books. This article reviews the range of approaches to be found in them and so goes some way not only to clarify the questions raised specifically by the use of Shakespeare in schools, but by extension about the value and purpose of teaching literary texts. I have taught Shakespeare in schools, further education, and higher education institutions and to adult groups and am at present responsible for courses on Shakespeare for students preparing to teach in the primary school sector.
Uitgever:
Routledge
Bronbestand:
Elektronische Wetenschappelijke Tijdschriften
Details van artikel 149 van 216 gevonden artikelen
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