Tracy Irish is an associate learning practitioner with the RSC and a visiting lecturer at the Shakespeare Institute, University of Birmingham, UK. She is a theatre practitioner, education researcher and teacher with a specialism in Shakespeare and communication.Jennifer Kitchen is an honorary research fellow at The University of Warwick and also teaches at The University of Glasgow, UK. She is a theatre education practitioner and researcher with a focus on Shakespeare and social justice.

There’s a lot here to think about for anyone interested in teaching Shakespeare and the best ways of doing that … a thoughtful discussion book.

• Notes on ContributorsForeword, James StredderAcknowledgementsNote on the TextIntroductionPart 1: Perspectives from Multidisciplinary ResearchChapter 1: The Pedagogy QuestionChapter 2: The Cultural Capital QuestionChapter 3: The Literature QuestionChapter 4: The Language QuestionPart 2: Perspectives from Organizations and PractitionersChapter 5: Perspectives from Organizations and Practitioners: IntroductionChapter 6: Aims, Scope and Areas of FocusChapter 7: On Teaching, Schools, and CultureChapter 8: Why Shakespeare?Part 3: Perspectives from the Classroom Chapter 9: Perspectives from the Classroom: IntroductionChapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, Mary Carey (Primary School Teacher, Channel Islands)Chapter 11: How Relevant is Shakespeare in an International School Context?, Judith Berends O’Brien (Secondary School Teacher, international)Chapter 12: Macbeth: Utilising Students’ Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson (Secondary School Teacher, UK)Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, Eleni Kmeic (International Theatre & Dance Project, Greece and ICON—School for the Arts, USA)Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, Carol Parker (Pikes Peak State College, USA)Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education, Karen McGivern (Teacher Educator)Chapter 16: Much Ado about Decolonizing Shakespeare, Nobulali Dangazeli (ShakeXperience, South Africa) EpilogueReferencesIndex

Tracy Irish is an associate learning practitioner with the RSC and a visiting lecturer at the Shakespeare Institute, University of Birmingham, UK. She is a theatre practitioner, education researcher and teacher with a specialism in Shakespeare and communication.Jennifer Kitchen is an honorary research fellow at The University of Warwick and also teaches at The University of Glasgow, UK. She is a theatre education practitioner and researcher with a focus on Shakespeare and social justice.

There’s a lot here to think about for anyone interested in teaching Shakespeare and the best ways of doing that … a thoughtful discussion book.

• Notes on ContributorsForeword, James StredderAcknowledgementsNote on the TextIntroductionPart 1: Perspectives from Multidisciplinary ResearchChapter 1: The Pedagogy QuestionChapter 2: The Cultural Capital QuestionChapter 3: The Literature QuestionChapter 4: The Language QuestionPart 2: Perspectives from Organizations and PractitionersChapter 5: Perspectives from Organizations and Practitioners: IntroductionChapter 6: Aims, Scope and Areas of FocusChapter 7: On Teaching, Schools, and CultureChapter 8: Why Shakespeare?Part 3: Perspectives from the Classroom Chapter 9: Perspectives from the Classroom: IntroductionChapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, Mary Carey (Primary School Teacher, Channel Islands)Chapter 11: How Relevant is Shakespeare in an International School Context?, Judith Berends O’Brien (Secondary School Teacher, international)Chapter 12: Macbeth: Utilising Students’ Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson (Secondary School Teacher, UK)Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, Eleni Kmeic (International Theatre & Dance Project, Greece and ICON—School for the Arts, USA)Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, Carol Parker (Pikes Peak State College, USA)Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education, Karen McGivern (Teacher Educator)Chapter 16: Much Ado about Decolonizing Shakespeare, Nobulali Dangazeli (ShakeXperience, South Africa) EpilogueReferencesIndex

Tracy Irish is an associate learning practitioner with the RSC and a visiting lecturer at the Shakespeare Institute, University of Birmingham, UK. She is a theatre practitioner, education researcher and teacher with a specialism in Shakespeare and communication.Jennifer Kitchen is an honorary research fellow at The University of Warwick and also teaches at The University of Glasgow, UK. She is a theatre education practitioner and researcher with a focus on Shakespeare and social justice.

There’s a lot here to think about for anyone interested in teaching Shakespeare and the best ways of doing that … a thoughtful discussion book.

• Notes on ContributorsForeword, James StredderAcknowledgementsNote on the TextIntroductionPart 1: Perspectives from Multidisciplinary ResearchChapter 1: The Pedagogy QuestionChapter 2: The Cultural Capital QuestionChapter 3: The Literature QuestionChapter 4: The Language QuestionPart 2: Perspectives from Organizations and PractitionersChapter 5: Perspectives from Organizations and Practitioners: IntroductionChapter 6: Aims, Scope and Areas of FocusChapter 7: On Teaching, Schools, and CultureChapter 8: Why Shakespeare?Part 3: Perspectives from the Classroom Chapter 9: Perspectives from the Classroom: IntroductionChapter 10: Dirty Shakespeare: Outdoor Learning with Primary Pupils, Mary Carey (Primary School Teacher, Channel Islands)Chapter 11: How Relevant is Shakespeare in an International School Context?, Judith Berends O’Brien (Secondary School Teacher, international)Chapter 12: Macbeth: Utilising Students’ Code-Switching as a Tool for Engaging with Shakespeare at Secondary Level, Kirsty Emmerson (Secondary School Teacher, UK)Chapter 13: Salvaging the Bard: A Success Story of Theatre-based Practice for Neurodiverse Learners, Eleni Kmeic (International Theatre & Dance Project, Greece and ICON—School for the Arts, USA)Chapter 14: Transference and Integration: Using Shakespeare to Teach Composition, Carol Parker (Pikes Peak State College, USA)Chapter 15: Theatre-based Pedagogy in a 'Knowledge-based' Curriculum: Perspectives from Initial Teacher Education, Karen McGivern (Teacher Educator)Chapter 16: Much Ado about Decolonizing Shakespeare, Nobulali Dangazeli (ShakeXperience, South Africa) EpilogueReferencesIndex