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165 - Shakespeare in British Pedagogy

from Part XVII - Shakespeare as Cultural Icon

Published online by Cambridge University Press:  17 August 2019

By
Sarah Olive
Edited by
Bruce R. Smith
Edited in association with
Katherine Rowe
With
Ton Hoenselaars ,
Akiko Kusunoki ,
Andrew Murphy  and
Aimara da Cunha Resende
Bruce R. Smith
Affiliation:
University of Southern California
Katherine Rowe
Affiliation:
Smith College, Massachusetts
Ton Hoenselaars
Affiliation:
Universiteit Utrecht, The Netherlands
Akiko Kusunoki
Affiliation:
Tokyo Woman’s Christian University, Japan
Andrew Murphy
Affiliation:
Trinity College Dublin
Aimara da Cunha Resende
Affiliation:
Universidade Federal de Minas Gerais, Brazil
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Keywords

active methodscultural materialismeducationGibson, Rexliterary criticismNational CurriculumNewbolt ReportNew HistoricismpedagogyRevised Code
Type
Chapter
Information
The Cambridge Guide to the Worlds of Shakespeare , pp. 1228 - 1235
Publisher: Cambridge University Press
Print publication year: 2016

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References

Sources cited

Adams, Richard, ed. Teaching Shakespeare: Essays on Approaches to Shakespeare in Schools and Colleges. London: Robert Royce, 1985.Google Scholar
Department for Children Schools and Families. Shakespeare for all Ages and Stages. Nottingham: DCSF Publications, 2008.Google Scholar
Department for Employment and Education/Qualifications and Curriculum Authority. English: The National Curriculum for England, Key Stages 1–4. London: The Stationery Office, 2000.Google Scholar
Ellis, Alec. Educating Our Masters: Influences on the Growth of Literacy in Victorian Working Class Children. Aldershot: Gower, 1985.Google Scholar
Gibson, Rex. Teaching Shakespeare. Cambridge: Cambridge University Press, 1998. http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521577885.Google Scholar
Holderness, Graham. The Shakespeare Myth. Manchester: Manchester UP, 1998.Google Scholar
McEvoy, Sean. “Shakespeare at 16–19.” Shakespeare in Education. Ed. Blocksidge, Martin. London: Continuum, 2003. 97–119.Google Scholar
Montrose, Louis. “Professing the Renaissance: The Poetics and Politics of Culture.” The New Historicism. Ed. Veeser, H. Aram. London: Routledge, 1989. 15–36.Google Scholar
Murphy, Andrew. Shakespeare for the People: Working-Class Readers, 1800–1900. Cambridge: Cambridge University Press, 2008.Google Scholar
Newbolt, Henry. The Teaching of English in England. London: HMSO, 1921.Google Scholar
Sinfield, Alan. “Shakespeare and Education.” Political Shakespeare. Ed. Dollimore, J. and Sinfield, A.. Manchester: Manchester UP, 1985.Google Scholar
Stredder, James. The North Face of Shakespeare: Activities for Teaching the Plays. Cambridge: Cambridge University Press, 2009. http://www.cambridge.org/catalogue/catalogue.asp?isbn=9780521756365.Google Scholar

Further reading

Aers, Lesley, and Wheale, Nigel, eds. Shakespeare in the Changing Curriculum. London: Routledge, 1991.Google Scholar
Blocksidge, Martin, ed. Shakespeare in Education. London: Continuum, 2003.Google Scholar
Cox, C. B. Cox on the Battle for the English Curriculum. London: Hodder and Stoughton, 1995.Google Scholar
Cox, C.B. Cox on Cox: An English Curriculum for the 1990’s. London: Hodder and Stoughton, 1991.Google Scholar
Davison, John, and Moss, Jon. Issues in English Teaching. London: Routledge, 2000.CrossRefGoogle Scholar
Gibson, Rex, ed. Secondary School Shakespeare: Classroom Practice. Cambridge: Cambridge Institute of Education, 1990.Google Scholar
Leavis, F. R., and Thompson, Denys. Culture and Environment: The Training of Critical Awareness. 1933. London: Chatto and Windus, 1964.Google Scholar
Neelands, Jonothan. Learning through Imagined Experience. London: Hodder and Stoughton, 1992.Google Scholar
Peim, Nick. Critical Theory and the English Teacher: Transforming the Subject. London: Routledge, 1993.Google Scholar

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