Marissa Greenberg is Associate Professor of English at the University of New Mexico. She is the author of Metropolitan Tragedy: Genre, Justice, and the City in Early Modern England (Toronto, 2015) and the co-editor (with Rachel Trubowitz) of Milton’s Moving Bodies (Northwestern, forthcoming). She has published widely on Shakespeare and his contemporaries, theatrical adaptation, social justice pedagogy and bodily motions in early modern English literature and culture. She is currently writing a book about the ways contemporary authors and artists adapt John Milton’s works to advance today’s movements for gender equity, racial justice, disability rights and religious freedom. Elizabeth Williamson has served as both a faculty member and an academic dean at The Evergreen State College. She is the author of The Materiality of Religion in Early Modern English Drama (Ashgate, 2009) and the co-editor (with Jane Hwang Degenhardt) of Religion and Drama in Early Modern England: The Performance of Religion on the Renaissance Stage (Ashgate, 2011). Her work has appeared in Wiley Blackwell’s New Companion to Renaissance Drama, Medieval and Renaissance Drama in England, Journal of American Drama and Theatre, Borrowers and Lenders, English Literary Renaissance, and Studies in English Literature.

Through first-person essays by established and emerging scholars, Situating Shakespeare Pedagogy exemplifies the varied geographical and institutional landscapes of US higher education today. Contributors explore the symbiotic relationship between classroom instruction and the social infrastructure of the academy; the physical architecture of our archives, libraries, museums, and monuments; collaborative potentials of bilingual performance spaces in the Borderlands; and ecologically informed public engagement in National Parks.

• List of FiguresAcknowledgementsAbstractsNotes on ContributorsIntroduction - Marissa Greenberg and Elizabeth Williamson1. On Shakespeare, Anticolonial Pedagogy, and Being Just - Amrita Dhar 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare’s "Monument" - Elisa Oh3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach - Victoria Muñoz4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution - Mary Janell Metzger5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley - Katherine Steele Brokaw6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio - Katherine Gillen and Kathryn Vomero Santos7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces - Penelope Geng8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape - Kirsten N. Mendoza 9. Shakespeare’s Mixed Stock: Biracial Affect in the Field - Roya Biggie and Perry Guevara10. Who Shot Romeo? And How Can We Stop the Bleeding?: Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare - Eric L. De BarrosAfterword - Wendy Beth HymanBibliographyIndex

Marissa Greenberg is Associate Professor of English at the University of New Mexico. She is the author of Metropolitan Tragedy: Genre, Justice, and the City in Early Modern England (Toronto, 2015) and the co-editor (with Rachel Trubowitz) of Milton’s Moving Bodies (Northwestern, forthcoming). She has published widely on Shakespeare and his contemporaries, theatrical adaptation, social justice pedagogy and bodily motions in early modern English literature and culture. She is currently writing a book about the ways contemporary authors and artists adapt John Milton’s works to advance today’s movements for gender equity, racial justice, disability rights and religious freedom. Elizabeth Williamson has served as both a faculty member and an academic dean at The Evergreen State College. She is the author of The Materiality of Religion in Early Modern English Drama (Ashgate, 2009) and the co-editor (with Jane Hwang Degenhardt) of Religion and Drama in Early Modern England: The Performance of Religion on the Renaissance Stage (Ashgate, 2011). Her work has appeared in Wiley Blackwell’s New Companion to Renaissance Drama, Medieval and Renaissance Drama in England, Journal of American Drama and Theatre, Borrowers and Lenders, English Literary Renaissance, and Studies in English Literature.

Through first-person essays by established and emerging scholars, Situating Shakespeare Pedagogy exemplifies the varied geographical and institutional landscapes of US higher education today. Contributors explore the symbiotic relationship between classroom instruction and the social infrastructure of the academy; the physical architecture of our archives, libraries, museums, and monuments; collaborative potentials of bilingual performance spaces in the Borderlands; and ecologically informed public engagement in National Parks.

• List of FiguresAcknowledgementsAbstractsNotes on ContributorsIntroduction - Marissa Greenberg and Elizabeth Williamson1. On Shakespeare, Anticolonial Pedagogy, and Being Just - Amrita Dhar 2. Deeply Engaged Protest: Social Justice Pedagogy and Shakespeare’s "Monument" - Elisa Oh3. Teaching Shakespeare at an Urban Public Community College: An Equity-Driven Approach - Victoria Muñoz4. Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution - Mary Janell Metzger5. Shakespeare and Environmental Justice: Collaborative Eco-Theater in Yosemite National Park and the San Joaquin Valley - Katherine Steele Brokaw6. Where Curriculum Meets Community: Teaching Borderlands Shakespeare in San Antonio - Katherine Gillen and Kathryn Vomero Santos7. Dressing to Transgress: Aesthetic Matching, Historical Costumers of Color, and the Restorying of Institutional Spaces - Penelope Geng8. Shakespeare in a Catholic University: (Re)creating Knowledge in a Divided Landscape - Kirsten N. Mendoza 9. Shakespeare’s Mixed Stock: Biracial Affect in the Field - Roya Biggie and Perry Guevara10. Who Shot Romeo? And How Can We Stop the Bleeding?: Urban Shakespeare, White People, and Education Beyond the Neoliberal Nightmare - Eric L. De BarrosAfterword - Wendy Beth HymanBibliographyIndex