Building on a general trend in academia towards convergence in teaching and research, in which interdisciplinarity and relevance are cornerstones, Transdisciplinary Shakespeare Pedagogy offers a sense both of the opportunities and challenges in teaching Shakespeare beyond the confines of the English literature department by setting up structural partnerships across disciplinary units and provides possible ways forward on the road to wider cooperation, collaboration and integration between curriculums, teachers and students of different disciplines. With Shakespeare studies increasingly under fire, the author analyses, through four recent case studies of university courses for a variety of students, the potential for integration of Shakespeare studies, social sciences and societal challenges.

Building on a general trend in academia towards convergence in teaching and research, in which interdisciplinarity and relevance are cornerstones, Transdisciplinary Shakespeare Pedagogy offers a sense both of the opportunities and challenges in teaching Shakespeare beyond the confines of the English literature department by setting up structural partnerships across disciplinary units and provides possible ways forward on the road to wider cooperation, collaboration and integration between curriculums, teachers and students of different disciplines. With Shakespeare studies increasingly under fire, the author analyses, through four recent case studies of university courses for a variety of students, the potential for integration of Shakespeare studies, social sciences and societal challenges.

Building on a general trend in academia towards convergence in teaching and research, in which interdisciplinarity and relevance are cornerstones, Transdisciplinary Shakespeare Pedagogy offers a sense both of the opportunities and challenges in teaching Shakespeare beyond the confines of the English literature department by setting up structural partnerships across disciplinary units and provides possible ways forward on the road to wider cooperation, collaboration and integration between curriculums, teachers and students of different disciplines. With Shakespeare studies increasingly under fire, the author analyses, through four recent case studies of university courses for a variety of students, the potential for integration of Shakespeare studies, social sciences and societal challenges.