Element contents
Shakespeare and Place-Based Learning
Published online by Cambridge University Press: 20 October 2023
Summary
Shakespeare and Place-Based Learning explores the potential of place for enriching Shakespeare pedagogy. Positioning place as a complex, multiperspectival phenomenon with stories and voices of its own, this Element considers place a partner in the learning process. The opening section traces the development of place-based education, culminating in a conceptual framework for use in Shakespeare pedagogy. Shakespeare and Place-Based Learning then examines how regional Australian students understand place in the Shakespeare classroom and presents a new definition of place designed for literary studies. This Element also investigates the challenges and potential of outdoor Shakespeare education through a case study of outdoor theatre workshops. Shakespeare and Place-Based Learning culminates with a pedagogical model and practical activities. This model aims to develop a learner's sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare's texts, and by expanding critical awareness of their environmental responsibilities.
- Type
- Element
- Information
- Online ISBN: 9781009019620Publisher: Cambridge University PressPrint publication: 07 December 2023
References
Akhimie, P. (2021). Cultivating expertise: Glossing Shakespeare and race. Literature Compass, 18(10), 1–8.CrossRefGoogle Scholar
Anae, N. (2013). Athenian and Shakespearean tragedies in Oceania: Teaching dramatic literatures in Fiji. English Teaching: Practice and Critique, 12(2), 121–39.Google Scholar
Angulo, A. J. & Schneider, J. (2021). Place, space and localism in education history. History of Education Quarterly, 61(4), 389–91.CrossRefGoogle Scholar
Argyris, C. & Schön, D. A. (1974). Theory in Practice: Increasing Professional Effectiveness. San Francisco, CA: Jossey-Bass Publishers.Google Scholar
Azano, A. (2011). The possibility of place: One teacher’s use of place-based instruction for English students in a rural high school. Journal of Research in Rural Education, 26(10), 1–12.Google Scholar
Ball, E. L. & Lai, A. (2006). Place-based pedagogy for the arts and humanities. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 6(2), 261–87.Google Scholar
Bartholomaeus, P. (2013). Place-based education and the Australian Curriculum. Literacy Learning: The Middle Years, 21(3), 17–23.Google Scholar
Bass, E. L., Azano, A. P. & Callahan, C. M. (2020). A place for writing: Examining a place-based curriculum for high-performing rural writers. Theory and Practice in Rural Education, 10(2), 11–25.CrossRefGoogle Scholar
Beames, S. (2015). Place-based education: A reconnaissance of the literature. Pathways: The Ontario Journal of Outdoor Education, 28(1), 27–30.Google Scholar
Becker, C., Lauterbach, G., Spengler, S., Dettweiler, U. & Mess, F. (2017). Effects of regular classes in outdoor education settings: A systematic review on students’ learning, social and health dimensions. International Journal of Environmental Research and Public Health, 14(5), 1–20.Google Scholar
Berry, R. (2016). Shakespeare’s Settings and a Sense of Place. Cardiff: University of Wales Press.Google Scholar
Bertling, J. G. (2018). Non-place and the future of place-based education. Environmental Education Research, 24(11), 1627–30.CrossRefGoogle Scholar
Biesta, G. & Osberg, D. (eds.) (2010). Complexity Theory and the Politics of Education. Rotterdam: Sense Publishers.Google Scholar
Bird Rose, D. & Robin, L. (2004). The ecological humanities in action: An invitation. Australian Humanities Review (31–32). https://australianhumanitiesreview.org/2004/04/01/the-ecological-humanities-in-action-an-invitation/.Google Scholar
Blatman-Thomas, N. (2019). Reciprocal repossession: Property as land in urban Australia. Antipode, 51(5), 1395–415.CrossRefGoogle Scholar
Bozio, A. (2020). Thinking through Place on the Early Modern English Stage. Oxford: Oxford University Press.CrossRefGoogle Scholar
Buell, L., Heise, U. K. & Thornber, K. (2011). Literature and environment. The Annual Review of Environment and Resources, 36, 417–40.CrossRefGoogle Scholar
Cameron, J. I. (2014). Learning country: A case study of Australian place-responsive education. In Gruenewald, D. A. & Smith, G. A. (eds.), Place-Based Education in the Global Age. New York: Psychology Press, 283–307.Google Scholar
Carson, C. & Kirwan, P. (eds.) (2014). Shakespeare and the Digital World: Redefining Scholarship and Practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Carter, P. (1992). Living in a New Country: History, Travelling and Language. London: Faber & Faber.Google Scholar
Casey, E. S. (1997). The Fate of Place: A Philosophical History. Berkeley: University of California Press.Google Scholar
Casey, E. S. (2009). Getting Back into Place: Toward a Renewed Understanding of the Place-World, 2nd ed. Bloomington: Indiana University Press.Google Scholar
Charlton, E., Wyse, D., Cliff Hodges, G. et al. (2011). Place-related identities through texts: From interdisciplinary theory to research agenda. British Journal of Educational Studies, 59(1), 63–74.CrossRefGoogle Scholar
Chin, T. & Swift, C. (2019). Mapping urban performance culture: Common ground for architecture and theater. In Lansiquot, R. D. & MacDonald, S. P. (eds.), Interdisciplinary Perspectives on Virtual Place-Based Learning. Cham: Palgrave Macmillan, 83–9.Google Scholar
Corbett, M. (2013). Improvisation as a curricular metaphor: Imagining education for a rural creative class. Journal of Research in Rural Education, 28(10), 1–11.Google Scholar
Corbett, M. & Donehower, K. (2017). Rural literacies: Toward social cartography. Journal of Research in Rural Education, 32(5), 1–13.Google Scholar
Cormack, P. & Green, B. (2007). Writing place in English: How a school subject constitutes children’s relations to the environment. Australian Journal of Language and Literacy, 30(2), 85–101.CrossRefGoogle Scholar
Dadabhoy, A. (2020). The unbearable whiteness of being (in) Shakespeare. postmedieval: a journal of medieval cultural studies, 11(2–3), 228–235.CrossRefGoogle Scholar
Dadabhoy, A. & Mehdizadeh, N. (2020). Cultivating an anti-racist pedagogy, in Folger Critical Race Conversations, podcast, 10 July. www.youtube.com/watch?v=_4oCWst1cPc&list=PLR8P-dSNaJkXDYEqDI_AX-AKs7J2nPiqc&index=2.Google Scholar
Dadabhoy, A. & Mehdizadeh, N. (2023). Anti-racist Shakespeare. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Davis, B. & Sumara, D. (2006). Complexity and Education: Inquiries into Learning, Teaching, and Research. New York: Routledge.Google Scholar
Day Fassbinder, S., Nocella, A. J. II & Kahn, R. (eds.) (2012). Greening the Academy: Ecopedagogy through the Liberal Arts. Rotterdam: Sense Publishers.CrossRefGoogle Scholar
De Barros, E. L. (2019). Teacher trouble: Performing race in the majority-white Shakespeare classroom. Journal of American Studies, 54(1), 74–81.CrossRefGoogle Scholar
Demarest, A. B. (2015). Place-Based Curriculum Design: Exceeding Standards through Local Investigations. New York: Routledge.Google Scholar
Donovan, E. (2016). Learning to embrace our stories: Using place-based education practices to inspire authentic writing. Middle School Journal, 47(4), 23–31.CrossRefGoogle Scholar
Egan, G. (2006). Green Shakespeare: From Ecopolitics to Ecocriticism. London: Routledge.CrossRefGoogle Scholar
Eklund, H. & Hyman, W. B. (eds.) (2019). Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press.Google Scholar
Erickson, P. & Hall, K. F. (2016). ‘A new scholarly song’: Rereading early modern race. Shakespeare Quarterly, 61(1), 1–13.CrossRefGoogle Scholar
Escolme, B. (2012). Shakespeare, rehearsal and the site-specific. Shakespeare Bulletin, 30(4), 505–22.CrossRefGoogle Scholar
Estok, S. C. (2011). Ecocriticism and Shakespeare: Reading Ecophobia. London: Palgrave Macmillan.CrossRefGoogle Scholar
Evans, N., Whitehouse, H. & Gooch, M. (2012). Barriers, successes and enabling practices of education for sustainability in Far North Queensland schools: A case study. The Journal of Environmental Education, 43(2), 121–38.CrossRefGoogle Scholar
Fischer, S. (2015). Playing in literary landscapes: Considering children’s need for fantasy literature in the place-based classroom. Occasional Paper Series, 33, 13–25.Google Scholar
Fisher, M. (2015). How to Write about Theatre: A Manual for Critics, Students and Bloggers. London: Bloomsbury Methuen Drama.CrossRefGoogle Scholar
Gaard, G. (2009). Children’s environmental literature: From ecocriticism to ecopedagogy. Neohelicon, 36(2), 321–34.CrossRefGoogle Scholar
Gaby, R. (2014). Open-Air Shakespeare: Under Australian Skies. Basingstoke: Palgrave.CrossRefGoogle Scholar
Gannon, S. (2009b). Rewriting ‘the road to nowhere’: Place pedagogies in Western Sydney. Urban Education, 44(5), 608–23.CrossRefGoogle Scholar
Garrard, G. (2010). Problems and prospects in ecocritical pedagogy. Environmental Education Research, 16(2), 233–45.CrossRefGoogle Scholar
Gough, N. (2009). How do places become ‘pedagogical’? In Somerville, M., Power, K. & de Carteret, P. (eds.), Landscapes and Learning: Place Studies for a Global World. Rotterdam: Sense Publishers, 155–73.Google Scholar
Gray, D. (2020). ‘Command these elements to silence’: Ecocriticism and The Tempest. Literature Compass, 17(3–4), 1–10.CrossRefGoogle Scholar
Green, A. (2013). London in space and time: Peter Ackroyd and Will Self. English Teaching: Practice and Critique, 12(2), 28–40.Google Scholar
Green, B. & Clark, U. (2013). Editorial: English(es) and the sense of place: Linguistic and literary landscapes. English Teaching: Practice and Critique, 12(2), 1–10.Google Scholar
Green, B., Cormack, P. & Nixon, H. (2007). Introduction: Literacy, place, environment. The Australian Journal of Language and Literacy, 30(2), 77–81.Google Scholar
Greenberg, M. (2019). Critically regional Shakespeare. Shakespeare Bulletin, 37(3), 341–63.CrossRefGoogle Scholar
Greenwood, D. A. (2013). A critical theory of place-conscious education. In Stevenson, R. B., Brody, M., Dillon, J. & Wals, A. E. J. (eds.), International Handbook of Research on Environmental Education. Abingdon: Routledge, 93–100.CrossRefGoogle Scholar
Greenwood, D. A. (2019). Place, land, and the decolonization of the settler soul. The Journal of Environmental Education, 50(4–6), 358–77.CrossRefGoogle Scholar
Greenwood, D. A. & Hougham, R. J. (2015). Mitigation and adaptation: Critical perspectives toward digital technologies in place-conscious environmental education. Policy Futures in Education, 13(1), 97–116.CrossRefGoogle Scholar
Gruenewald, D. A. (2003a). The best of both worlds: A critical pedagogy of place. Environmental Education Research, 14(3), 308–24.Google Scholar
Gruenewald, D. A. (2003b). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40(3), 619–54.CrossRefGoogle Scholar
Gruenewald, D. A. (2014). Place-based education: Grounding culturally responsive teaching in geographical diversity. In Gruenewald, D. A. & Smith, G. A. (eds.), Place-Based Education in the Global Age. New York: Psychology Press, 137–53.CrossRefGoogle Scholar
Gruenewald, D. A. & Smith, G. A. (2014a). Afterword: Creating a movement to ground learning in place. In Gruenewald, D. A. & Smith, G. A. (eds.), Place-Based Education in the Global Age. New York: Psychology Press, 345–58.CrossRefGoogle Scholar
Gruenewald, D. A. & Smith, G. A. (2014b). Introduction: Making room for the local. In Gruenewald, D. A. & Smith, G. A. (eds.), Place-Based Education in the Global Age. New York: Psychology Press, xiii–xxiii.CrossRefGoogle Scholar
Gruenewald, D. A. & Smith, G. A. (eds.) (2014c). Place-Based Education in the Global Age. New York: Psychology Press.CrossRefGoogle Scholar
Hagood, A. & Price, C. E. (2016). Classroom ecotones: Connecting place-based pedagogy and blended learning. ISLE: Interdisciplinary Studies in Literature and Environment, 23(3), 603–25.CrossRefGoogle Scholar
Hall, K. F. (1996). Beauty and the beast of whiteness: Teaching race and gender. Shakespeare Quarterly, 47(4), 461–75.CrossRefGoogle Scholar
Hansen, A. (2021). Shakespeare in the North: Place, Politics and Performance in England and Scotland. Edinburgh: Edinburgh University Press.Google Scholar
Hansen, C. (2017). Shakespeare and Complexity Theory. London and New York: Routledge.CrossRefGoogle Scholar
Hansen, C. (2019). ‘Tongues in trees’: Reimagining the regions through pastoral place-based pedagogy. TEXT Journal, 54, 1–18.Google Scholar
Harris, J.G. (2007). The smell of Macbeth. Shakespeare Quarterly. 58 (4), 465–486.CrossRefGoogle Scholar
Henderson, D. H. & Vitale, K. S. (eds.) (2021) Shakespeare and Digital Pedagogy: Case Studies and Strategies. London: Bloomsbury.Google Scholar
Hendricks, M. (2019). Coloring the past, rewriting our future: RaceB4Race. Race and Periodization Symposium. www.folger.edu/institute/scholarly-programs/race-periodization/margo-hendricks.Google Scholar
hooks, b. (1994). Teaching to Transgress: Education As the Practice of Freedom. New York: Routledge.Google Scholar
Huang, A. C. Y. (2007). Shakespearean localities and localities of Shakespeare studies. Shakespeare Studies, 35, 186–204.Google Scholar
Hung, R. (2014). In search of ecopedagogy: Emplacing nature in the light of Proust and Thoreau. Educational Philosophy and Theory, 46(13), 1387–401.CrossRefGoogle Scholar
Hung, R. (2021). Ecopedagogy and education. In Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.Google Scholar
James, J. K. & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58–71.CrossRefGoogle Scholar
Joubin, A. A. & Starks, L. S. (2021). Teaching Shakespeare in a time of hate. Shakespeare Survey, 74, 15–29.Google Scholar
Kahn, R. (2010). Critical Pedagogy, Ecoliteracy, and Planetary Crisis: The Ecopedagogy Movement. New York: Peter Lang.Google Scholar
Karim-Cooper, F. (2020). Anti-racist Shakespeare. Shakespeare’s Globe, 26 May. www.shakespearesglobe.com/discover/blogs-and-features/2020/05/26/anti-racist-shakespeare/.Google Scholar
Karim-Cooper, F. (2021). Shakespeare through decolonization. English: Journal of the English Association, 70(271), 319–24.Google Scholar
Kenway, J. (2009). Beyond conventional curriculum cartography via a global sense of place. In Somerville, M., Power, K. & de Carteret, P. (eds.), Landscapes and Learning: Place Studies for a Global World. Rotterdam: Sense Publishers, 195–205.CrossRefGoogle Scholar
Kern, R. (2000). Ecocriticism: What is it good for? Interdisciplinary Studies in Literature and Environment, 7(1), 9–32.CrossRefGoogle Scholar
Kim, M. & Lee, S. (2019). Fostering place attachment through selecting and presenting favorite places. International Research in Geographical and Environmental Education, 28(4), 296–308.CrossRefGoogle Scholar
Koessler, C. & Perduca, F. (2019). Critical place pedagogy through tween literature: Educating the gaze to transform spaces into places. In Banegas, D. L., Porto, M., López-Barrios, M. & Perduca, F. (eds.), Literature in ELT: Selected Papers from the 44th FAAPI Conference. Asociación Salteña de Profesores de Inglés (ASPI), 115–24. www.faapi.org.ar/wp-content/uploads/2021/02/FAAPI2019.SelectedPapers.pdf.Google Scholar
Lansiquot, R. D. & MacDonald, S. P. (eds.) (2019). Interdisciplinary Perspectives on Virtual Place-Based Learning. Cham: Palgrave Macmillan.CrossRefGoogle Scholar
Laroche, R. & Munroe, J. (2019). Teaching environmental justice and early modern texts: Collaboration and connected classrooms. In Eklund, H. & Hyman, W. B. (eds.), Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 124–33.Google Scholar
Lindholdt, P. (1999). Writing from a sense of place. The Journal of Environmental Education, 30(4), 4–10.CrossRefGoogle Scholar
Loh, C. E. (2018). The poetry of place, the place of poetry: The promise and perils of a place-based literary pedagogy in the Singapore literature classroom. In Loh, C. E., Choo, S. S. & Beavis, C. B. (eds.), Literature Education in the Asia-Pacific: Policies, Practices and Perspectives in Global Times. Abingdon: Routledge, 194–210.CrossRefGoogle Scholar
Lowan-Trudeau, G. (2018). Narrating a critical Indigenous pedagogy of place: A literary métissage. Educational Theory, 67(4), 509–25.Google Scholar
Marchant, E., Todd, C., Cooksey, R. et al. (2019). Curriculum-based outdoor learning for children aged 9–11: A qualitative analysis of pupils’ and teachers’ views. PLoS ONE, 14(5), e0212242. https://doi.org/10.1371/journal.pone.0212242.CrossRefGoogle ScholarPubMed
Markidou, V. (2016). William Shakespeare’s Macbeth as a spatial palimpsest. Critical Survey, 28(1), 51–66.CrossRefGoogle Scholar
Martin, R. & O’Malley, E. (2018). Eco-Shakespeare in performance: Introduction. Shakespeare Bulletin, 36(3), 377–90.CrossRefGoogle Scholar
Mason, M. (ed.) (2008). Complexity Theory and the Philosophy of Education. Malden, MA: Wiley-Blackwell.CrossRefGoogle Scholar
Massey, D. (1994). Space, Place, and Gender. Minneapolis: University of Minnesota Press.Google Scholar
Mayne, A. (2009). Strange entanglements: Landscapes and historical imagination. In Somerville, M., Power, K. & de Carteret, P. (eds.), Landscapes and Learning: Place Studies for a Global World. Rotterdam: Sense Publishers, 175–93.Google Scholar
McInerney, P., Smyth, J. & Down, B. (2011). ‘Coming to a place near you?’ The politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16.CrossRefGoogle Scholar
Mentz, S. (2015). Shipwreck Modernity: Ecologies of Globalisation, 1550–1719. Minneapolis: University of Minnesota Press.CrossRefGoogle Scholar
Mentz, S. (2019). Shakespeare and the blue humanities. SEL Studies in English Literature 1500–1900, 59(2), 383–92.CrossRefGoogle Scholar
Minton, G. E. (2018). ‘… the season of all natures’: Montana Shakespeare in the Parks’ Global Warming Macbeth. Shakespeare Bulletin, 36(3), 429–48.CrossRefGoogle Scholar
Minton, G. E. (2020). Shakespeare in Montana: Big Sky Country’s Love Affair with the World’s Most Famous Writer. Albuquerque: University of New Mexico Press.Google Scholar
Minton, G. E. (2021). Ecological adaptation in Montana: Timon of Athens to Timon of Anaconda. New Theatre Quarterly, 37(1), 20–37.CrossRefGoogle Scholar
Misiaszek, G. W. (2018). Educating the Global Citizen: Understanding Ecopedagogy in Local and Global Contexts. London: Bloomsbury.Google Scholar
Misiaszek, G. W. (2020). Ecopedagogy: Critical Environmental Teaching for Planetary Justice and Global Sustainable Development. London: Bloomsbury.CrossRefGoogle Scholar
Monk, N., Chillington Rutter, C., Neelands, J. & Heron, J. (2011). Open-Space Learning: A Study in Transdisciplinary Pedagogy. London: Bloomsbury.CrossRefGoogle Scholar
Moyle, M. (2017). Stepping off the page: Teaching literature with a pedagogy of place. In Shannon, D. & Galle, J. (eds.), Interdisciplinary Approaches to Pedagogy and Place-Based Education: From Abstract to the Quotidian. Cham: Palgrave Macmillan, 105–15.Google Scholar
Mundell, M. (2018). Crafting ‘literary sense of place’: The generative work of literary place-making. Journal of the Association for the Study of Australian Literature, 1(18), 1–17.Google Scholar
Munroe, J. (2015). Shakespeare and ecocriticism revisited. Literature Compass, 12(9), 461–70.CrossRefGoogle Scholar
Nakagawa, Y. & Payne, P. G. (2017). Educational experiences of post-critical non-place. International Journal of Qualitative Studies in Education, 30(2), 147–60.CrossRefGoogle Scholar
Orr, D. W. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. Albany: State University of New York Press.Google Scholar
Pawlicka-Deger, U. (2021). Place matters: Thinking about spaces for humanities practices. Arts and Humanities in Higher Education, 20(3), 320–38.CrossRefGoogle Scholar
Potter, E. (2009). Footprints in the Mallee: Climate change, sustaining communities, and the nature of place. In Somerville, M., Power, K. & de Carteret, P. (eds.), Landscapes and Learning: Place Studies for a Global World. Rotterdam: Sense Publishers, 65–74.CrossRefGoogle Scholar
Potter, E. & Magner, B. (2018). Australian literature and place-making. Journal of the Association for the Study of Australian Literature, 18(1), 1–2.Google Scholar
Potter, E. & Seale, K. (2020). The worldly text and the production of more-than-literary place: Helen Garner’s Monkey Grip and Melbourne’s ‘inner north’. Cultural Geographies, 27(3), 367–78.CrossRefGoogle Scholar
Prieto, E. (2011). Geocriticism, geopoetics, geophilosophy and beyond. In Tally, R. T. Jr, (ed.), Geocritical Explorations: Space, Place, and Mapping in Literary and Cultural Studies. New York: Palgrave Macmillan, 13–27.CrossRefGoogle Scholar
Quay, J., Gray, T., Thomas, G. et al. (2020). What future/s for outdoor and environmental education in a world that has contended with Covid-19? Journal of Outdoor and Environmental Education, 23(2), 93–117.CrossRefGoogle Scholar
Renshaw, P. & Tooth, R. (2017). Diverse place-responsive pedagogies: Historical, professional and theoretical threads. In Renshaw, P. & Tooth, R. (eds.), Diverse Pedagogies of Place: Educating Students in and for Local and Global Environments. London: Routledge, 1–21.CrossRefGoogle Scholar
Rogers, A., Castree, N. & Kitchin, R. (2013). More-than-human. In A Dictionary of Human Geography. Oxford: Oxford University Press. www.oxfordreference.com/display/10.1093/acref/9780199599868.001.0001/acref-9780199599868-e-1216?rskey=EUGKWq&result=1215.Google Scholar
Scully, A. (2012). Decolonization, reinhabitation and reconciliation: Aboriginal and place-based education. Canadian Journal of Environmental Education, 17, 148–58.Google Scholar
Semler, L. E. (2013). Teaching Shakespeare and Marlowe: Learning versus the System. London: Bloomsbury.CrossRefGoogle Scholar
Semler, L. E. (2016). Prosperous teaching and the thing of darkness: Raising a Tempest in the classroom. Cogent Arts and Humanities, 3(1), 1–10.CrossRefGoogle Scholar
Semler, L. E. (2017a). The Ken Watson Address – seeds of time, section 1: SysEd and the leviathan of learning. Metaphor, 1, 8–14.Google Scholar
Semler, L. E. (2017b). The seeds of time, section 2: Presentism and selfie culture. Metaphor, 2, 5–13.Google Scholar
Semler, L. E. (2017c). The seeds of time, section 3: Macbeth reading against extinction. Metaphor, 4, 4–14.Google Scholar
Semler, L. E. (2019). Shakespeeding into Macbeth and The Tempest: Teaching with the Shakespeare Reloaded website. In Homan, S. (ed.), How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright’s Work with Their Students. New York: Routledge, 119–27.Google Scholar
Semler, L. E., Hansen, C. & Manuel, J. (eds.) (2023). Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Shakespeare, W. (1995). King Henry V. Edited by Craik, T. W.. London: Arden Shakespeare.Google Scholar
Shakespeare, W. (1997). King Lear. Edited by Foakes, R. A.. London: Arden Shakespeare.Google Scholar
Shakespeare, W. (2006). As You Like It. Edited by Dusinberre, J.. London: Arden Shakespeare.Google Scholar
Shakespeare, W. (2009). King Richard III. Edited by Siemon, J. R.. London: Arden Shakespeare.CrossRefGoogle Scholar
Shakespeare, W. (2011). The Tempest. Edited by Vaughan, V. Mason & Vaughan, A. T.. London: Bloomsbury.Google Scholar
Shakespeare, W. (2016a). Hamlet. Edited by Thompson, A. & Taylor, N.. London: Bloomsbury.Google Scholar
Shakespeare, W. (2016b). Othello. Edited by Honigmann, E. A. J. & Thompson, A.. London: Bloomsbury.Google Scholar
Shakespeare, W. (2017). A Midsummer Night’s Dream. Edited by Chaudhuri, S.. London: Bloomsbury.CrossRefGoogle Scholar
Shakespeare, W. (2021). The Arden Shakespeare Third Series Complete Works. Edited by Proudfoot, R., Thompson, A., Kastan, D. S. & Woudhuysen, H. R.. London: Bloomsbury.Google Scholar
Shannon, D. & Galle, J. (2017). Where we are: Place, pedagogy and the outer limits. In Shannon, D. & Galle, J. (eds.), Interdisciplinary Approaches to Pedagogy and Place-Based Education: From Abstract to the Quotidian. Cham: Palgrave Macmillan, 1-8.CrossRefGoogle Scholar
Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–94.CrossRefGoogle Scholar
Smith, G. A. (2017). Place-based education. In Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.Google Scholar
Smith, G. A. & Stevenson, R. B. (2017). Sustaining education for sustainability in turbulent times. The Journal of Environmental Education, 48(2), 79–95.CrossRefGoogle Scholar
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and Other Real-and-Imagined Places. Malden, MA: Blackwell Publishers.Google Scholar
Somerville, M. (2010). A place pedagogy for ‘global contemporaneity’. Educational Philosophy and Theory, 42(3), 326–44.CrossRefGoogle Scholar
Somerville, M., Davies, B., Power, K., Gannon, S. & de Carteret, P. (eds.) (2011). Place Pedagogy Change. Rotterdam: Sense Publishers.CrossRefGoogle Scholar
Somerville, M., Power, K. & de Carteret, P. (eds.) (2009). Landscapes and Learning: Place Studies for a Global World. Rotterdam: Sense Publishers.CrossRefGoogle Scholar
Stead, V. C. & Altman, J. C. (eds.) (2019). Labour Lines and Colonial Power: Indigenous and Pacific Island Labour Mobility in Australia. Canberra: Australian National University Press.CrossRefGoogle Scholar
Sterling Brown, D. (2020). ‘Hood feminism’: Whiteness and segregated (premodern) scholarly discourse in the post-racial era. Literature Compass, 18(10), 1–15.Google Scholar
Stevenson, R. B. (2008). A critical pedagogy of place and the critical place(s) of pedagogy. Environmental Education Research, 14(3), 353–60.CrossRefGoogle Scholar
Tally, R. T. Jr (ed.) (2011). Geocritical Explorations: Space, Place, and Mapping in Literary and Cultural Studies. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Thompson, A. (ed.) (2021). The Cambridge Companion to Shakespeare and Race. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Thompson, A. & Turchi, L. (2016). Teaching Shakespeare with Purpose: A Student-Centred Approach. London: Bloomsbury.CrossRefGoogle Scholar
Thompson, A. & Turchi, L. (2021). Active Shakespeare: A social justice framework. In Ruiter, D. (ed.), The Arden Handbook of Shakespeare and Social Justice. London: Bloomsbury, 47–59.Google Scholar
Thompson, R. L. (2013). ‘Somewhere and not anywhere’: A place-conscious study of literature set in the city of New Orleans. MA thesis, Wake Forest University.Google Scholar
Thurman, C. (2014). South African Essays on ‘Universal’ Shakespeare. London: Routledge.Google Scholar
Trinidad, A. M. O. (2011). Sociopolitical development through critical indigenous pedagogy of place: Preparing native Hawaiian young adults to become change agents. Hulili: Multidisciplinary Research on Hawaiian Well-Being, 7, 185–221.Google Scholar
Trinidad, A. M. O. (2012). Critical Indigenous pedagogy of place: A framework to indigenize a youth food justice movement. Journal of Indigenous Social Development, 1(1), 1–17.Google Scholar
Trinidad, A. M. O. (2014). Critical Indigenous pedagogy of place: How centering Hawaiian epistemology and values in practice affects people on ecosystemic levels. Journal of Ethnic and Cultural Diversity in Social Work, 23(2), 110–28.CrossRefGoogle Scholar
van de Graaf, P. (2009). Out of Place? Emotional Ties to the Neighbourhood in Urban Renewal in the Netherlands and the United Kingdom. Amsterdam: University of Amsterdam Press.Google Scholar
van Gelderen, B. (2017). Growing our own: A ‘two way’, place-based approach to Indigenous initial teacher education in remote Northern Territory. Australian and International Journal of Rural Education, 27(1), 14–28.CrossRefGoogle Scholar
Walker-Gibbs, B. (2013). The country’s not what it used to be: Research participants’ understandings of space, place and identity in rural Victoria. In Midgley, W., Dahaer, P. A. & Baguley, M. (eds.), The Role of Participants in Education Research: Ethics, Epistemologies, and Methods. New York: Routledge, 126–39.Google Scholar
Wallis, L., Hornblow, M., Smit, N. et al. (2021). From little things, big things grow: Building connections through place-based education in the Tasmanian Midlands biodiversity hotspot. Ecological Management & Restoration, 22(2), 152–63.CrossRefGoogle Scholar
Watson, R. N. (2008). Back to Nature: The Green and the Real in the Late Renaissance. Philadelphia: University of Pennsylvania Press.Google Scholar
Wattchow, B. & Brown, M. (2011). A Pedagogy of Place: Outdoor Education for a Changing World. Clayton: Monash University Publishing.Google Scholar
Westphal, B. (2011). Foreword. In Tally, R. T. Jr, (ed.), Geocritical Explorations: Space, Place, and Mapping in Literary and Cultural Studies. New York: Palgrave, ix–xv.Google Scholar
Whitehouse, H., Watkin Lui, F., Sellwood, J., Barrett, M. J. & Chigeza, P. (2014). Sea Country: Navigating Indigenous and colonial ontologies in Australian environmental education. Environmental Education Research, 20(1), 56–69.CrossRefGoogle Scholar
Wittek, S. & McInnis, D. (eds.) (2021). Shakespeare and Virtual Reality. Cambridge: Cambridge University Press.Google Scholar
Woodhouse, J. L. & Knapp, C. E. (2000). Place-based curriculum and instruction. Educational Resources Information Center (ERIC) Document Reproduction Service No. EDO-RC00-6. https://files.eric.ed.gov/fulltext/ED448012.pdf.Google Scholar
Wyse, D., Nikolajeva, M., Charlton, E. et al. (2012). Place-related identity, texts, and transcultural meanings. British Educational Research Journal, 38(6), 1019–39.CrossRefGoogle Scholar
Wyse, L. (2021). Ecospatiality: A Place-Based Approach to American Literature. Iowa City: University of Iowa Press.Google Scholar
Yachnin, P. (2019). The Tempest: Critical Introduction. https://internetshakespeare.uvic.ca/doc/Tmp_GenIntro/index.html.Google Scholar
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. PhD thesis, James Cook University. http://eprints.jcu.edu.au/10974/.Google Scholar
- 6
- Cited by