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- W2484543365 abstract "The Tempest has long been my favorite play, certainly the one whose criticism and background I know the best. It is also the play I consistently teach the worst, ten years on the trot and counting. What follows could be read as a poor excuse as to why the play has caused me so many pedagogical headaches in the past but more charitably, perhaps, as a contribution to a much-neglected debate over how to teach the play to a student body overwhelmingly unfamiliar with an erstwhile critical controversy that makes the text of The Tempest so disproportionately compelling to professors. One of the most central concerns of this chapter is to facilitate a discussion over how to approach patiently the textual matter of The Tempest without forcing biased contextual points of view on students who, in my experience, at least, are generally ill-prepared to fathom the play’s enormous contextual richness. The following chapter is a collaboration with my student Jessica White, who took my latest Shakespeare course in autumn 2009. The chapter is divided into two main parts, the second forming a case study of her paper as a(n) (a)typical response to critical controversies over the play’s purported New World relevance, its colonial resonances, and its significant sites of interest to post-colonial scholars and authors." @default.
- W2484543365 created "2016-08-23" @default.
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- W2484543365 date "2012-01-01" @default.
- W2484543365 modified "2023-09-24" @default.
- W2484543365 title "Teaching The Tempest in an American-Adamic Context: The New World Orthodoxy as Multicultural Pedagogy" @default.
- W2484543365 doi "https://doi.org/10.1057/9781137021809_2" @default.
- W2484543365 hasPublicationYear "2012" @default.
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