Design and Discomfort: Teaching Shakespeare and Race

Introduction (by Laura B. Turchi)
1. Building Community in an Anti-Racist Shakespeare Classroom (by Mary Jannel Metzger)
2. Infusing Race and Other Identity Markers in Secondary-Classroom Study of Shakespeare: A Framework for Design of K–12 / Teacher Education Instruction (by Steven Z. Athanases, Julia G. Houk, Sergio L. Sanches, and Ofir L. Calahan)
3. Teaching Shakespeare Is Teaching Race: Lessons from the Folger Shakespeare Library and from Folger Classrooms (by Noelle Cammon, Peggy O’Brien, and Corinne Viglietta)
4. Yes, We Can: Decentering Shakespeare in Our Classrooms (by Marilyn J. Halperin)
5. Building Community on a Foundation of Shakespeare: Two Teaching Artists in Conversation (by Chris Anthony and Peter Howard)
6. An Honest Tale (by Kristine Wilber)
7. Empowered on the Road to Empowering: A Latina English Teacher’s Reflection on Teaching Shakespeare (by Melina Lesus)
8. Many Stories at Once: On Teaching Shakespeare Within a Framework of Polyphonic Discomfort (by Sasha A. J. Maseelall)
9. ReVerse: Poetry in the Shakespeare Classroom (by Kathryn Vomero Santos and Jesus Montaño)
10. Using Caste to Talk about Difference (by Current Ann Christensen)
11. Casting and the Classroom: Introducing Students to the Semiotics of Race in Performance (by Ofir L. Cahalan)
12. Exploring Race and Gender through Selected Excerpts from Shakespeare: Spiraling Upward from the Elementary Grades (by Sergio L. Sanchez and Jaclynn Kiikvee)
13. “Where do you go and how do you come back?”: An Exploration of Socially Constructed Knowing through Multimodal Transmediation (by Julia G. Houk)
14. Talking Back to the Bard through Words, Visuals, Gestures, and Sounds: Multimodal Assignments that Honor Students’ Voices and Cultures (by Wendy R. Williams)