Disavowing Authority in the Shakespeare Classroom

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Exploring the dynamics of authority in teaching Shakespeare, this work draws on real classroom experiences and outreach initiatives. It emphasizes the connection between Shakespearean texts and critical pedagogical theories, particularly those of Jaques Rancière. The text reveals how Shakespeare's works were designed to educate their original readers, the actors, and highlights elements like dramatic irony that suggest alternative, decentralized approaches to knowledge creation in education.