Hansen, Claire (2016) “Not stones but men”: publics and pedagogy in Shakespeare’s Roman plays. Cogent Arts & Humanities, 3 (1). 1235854.

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Abstract

This essay utilises the representation of publics in William Shakespeare’s Roman plays to reflect on Shakespearean pedagogy and questions of public value. Through the use of a complexivist framework, this essay demonstrates how distinct areas of enquiry—the publics of Shakespeare’s Roman plays and pedagogical theory—can usefully illuminate each other and reflect on questions of Shakespeare as a public good. Peripheral publics in Titus Andronicus supply a model for transmission-style pedagogical frameworks; the publics of Julius Caesar and the networks of Antony and Cleopatra demonstrate the complexity of educational systems; and, finally, the representation of the people in Coriolanus interrogates the conceptualisation of the public and problematises notions of public value in Shakespeare and in higher education.

Item ID:	52287
Item Type:	Article (Research - C1)
ISSN:	2331-1983
Keywords:	Shakespeare, pedagogy, complexity theory, public value, public good, Roman plays, teaching, education, Julius Caesar, Titus Andronicus, Coriolanus, Antony and Cleopatra
Additional Information:	This open access article is distributed under a Creative Commons Attribution CC-BY) 4.0 license.
Date Deposited:	01 Feb 2018 04:23
FoR Codes:	39 EDUCATION > 3903 Education systems > 390303 Higher education @ 10% 47 LANGUAGE, COMMUNICATION AND CULTURE > 4705 Literary studies > 470504 British and Irish literature @ 90%
SEO Codes:	97 EXPANDING KNOWLEDGE > 970120 Expanding Knowledge in Language, Communication and Culture @ 100%
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