Taking Scissors to Shakespeare

Autor/inn/en	Sheahan, Annmarie; Dallacqua, Ashley K.
Titel	Taking Scissors to Shakespeare
Quelle	In: Journal of Language and Literacy Education, 16 (2020) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Language Arts; Secondary School Students; Teaching Methods; English Literature; English Instruction; Literacy Education; Drama; Cartoons; Novels; Cultural Differences; English (Second Language); Second Language Learning; Grade 10; Units of Study; Literary Criticism; Power Structure; Critical Reading; Critical Literacy; Multiple Literacies; Risk; Reflection; English Teachers; College Faculty; Teacher Collaboration + Suchen Sie Ihr Suchwort? Sprachkultur; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Englische literatur; English langauage lessons; Englischunterricht; Schauspiel; Zeichentrickfilm; Novel; Roman; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lerneinheit; Literaturkritik; Kritisches Lesen; Risiko; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät; Lehrerkooperation
Abstract	Despite ongoing and prolific critical scholarship arguing for the widening of the secondary language arts curriculum, many practicing teachers are required or encouraged to teach a curriculum dominated by canonical texts. This is often the case at schools with highly diverse students whose varied cultural and linguistic backgrounds have historically been silenced by traditional forms of language arts instruction. In this article, the authors critically reflect on their collaborative attempts across multiple years to decenter and destabilize a required 10th grade unit on a Shakespearean play. They describe a shift in focus from a unit originally centered on traditional literary analysis of "Hamlet" to a unit rooted in discussions of how power and privilege operate across varied texts. Describing their use of the graphic novel "Yummy" to complicate understandings of "Hamlet," the authors discuss how an emphasis on critical reading and critical multimodal composing across both texts allowed them to reflect on and challenge their own teaching practices. The authors then conclude with an acknowledgment of the risk, flexibility, and reflection needed to do this kind of critical work in canonically-centered classrooms. (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01