Taking a comprehensive critical and theoretical approach to the role of Shakespeare in educational policy and pedagogy from 1989—the year compulsory Shakespeare was introduced under the National Curriculum for English in the United Kingdom—to the present, Shakespeare Valued explores the esteem afforded Shakespeare in the British educational system and its evolution throughout the twentieth and twenty-first centuries. Sarah Olive offers an unparalleled analysis of the ways in which Shakespeare is valued in a range of educational domains in England, and the resulting book will be essential reading for students and teachers of English and Shakespeare.
174 pages | 7 x 9 | © 2015
Art:
Table of Contents
Acknowledgements
Introduction
Meaning by Shakespeares
Tracing a Cultural Politic of Shakespeare
Contextualising Shakespeare in Education
Problematizing Shakespeare Valued
Previewing Shakespeare Valued
Chapter 1: Shakespeare in Policy: Agendas for Standards, Skills and Inclusion
The Victorian Standards
Twentieth-Century English Education Policy
The 1989 National Curriculum
Why Shakespeare?
Why Still Shakespeare?
Shakespeare for Skills
Shakespeare for Standards
Shakespeare for Inclusion
Naturalizing Shakespeare’s Curriculum Presence
Chapter 2: Shakespeare in English Pedagogy: Values, Influence and Criticism
Drama in the Curriculum
ICT, Media and Creative Writing
Literary Critical Approaches
Active Methods
Contextual Approaches
Pedagogies for Trainee Teachers
Common Influences on Pedagogies
Pedagogies Globally
Chapter 3: Shakespeare in Theater and Heritage: Three Education Departments
RSC, SBT and Globe Education
Physical Proximity at the SBT
Play and Community at the Globe
Ensemble Plus at the RSC
The RSC as ‘Cultural Chemist’
Afterword
Shakespeare Under the Coalition: An End to Shakespeare for All?
Works Cited
Index
Introduction
Meaning by Shakespeares
Tracing a Cultural Politic of Shakespeare
Contextualising Shakespeare in Education
Problematizing Shakespeare Valued
Previewing Shakespeare Valued
Chapter 1: Shakespeare in Policy: Agendas for Standards, Skills and Inclusion
The Victorian Standards
Twentieth-Century English Education Policy
The 1989 National Curriculum
Why Shakespeare?
Why Still Shakespeare?
Shakespeare for Skills
Shakespeare for Standards
Shakespeare for Inclusion
Naturalizing Shakespeare’s Curriculum Presence
Chapter 2: Shakespeare in English Pedagogy: Values, Influence and Criticism
Drama in the Curriculum
ICT, Media and Creative Writing
Literary Critical Approaches
Active Methods
Contextual Approaches
Pedagogies for Trainee Teachers
Common Influences on Pedagogies
Pedagogies Globally
Chapter 3: Shakespeare in Theater and Heritage: Three Education Departments
RSC, SBT and Globe Education
Physical Proximity at the SBT
Play and Community at the Globe
Ensemble Plus at the RSC
The RSC as ‘Cultural Chemist’
Afterword
Shakespeare Under the Coalition: An End to Shakespeare for All?
Works Cited
Index