“Not stones but men”: publics and pedagogy in Shakespeare’s Roman plays

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
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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: 13 EDUCATION > 1301 Education Systems > 130103 Higher Education @ 10%
20 LANGUAGE, COMMUNICATION AND CULTURE > 2005 Literary Studies > 200503 British and Irish Literature @ 90%
SEO Codes: 97 EXPANDING KNOWLEDGE > 970120 Expanding Knowledge in Language, Communication and Culture @ 100%
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