Element contents
Transdisciplinary Shakespeare Pedagogy
Published online by Cambridge University Press: 28 February 2025
Summary
Building on a general trend in academia towards convergence in teaching and research, in which interdisciplinarity and relevance are cornerstones, Transdisciplinary Shakespeare Pedagogy offers a sense both of the opportunities and challenges in teaching Shakespeare beyond the confines of the English literature department by setting up structural partnerships across disciplinary units and provides possible ways forward on the road to wider cooperation, collaboration and integration between curriculums, teachers and students of different disciplines. With Shakespeare studies increasingly under fire, the author analyses, through four recent case studies of university courses for a variety of students, the potential for integration of Shakespeare studies, social sciences and societal challenges.
- Type
- Element
- Information
- Online ISBN: 9781009564267Publisher: Cambridge University PressPrint publication: 27 February 2025
References
Apolloni, Jessica (2013). ‘Shylock Meets Palestine: Rethinking Shakespeare in Abdelkader Benali’s Yasser’, Shakespeare Bulletin, 31(2): 213–232.CrossRefGoogle Scholar
Appignanesi, Richard & Deas, Robert (2008). Manga Shakespeare: Macbeth. New York: Amulet Books.Google Scholar
Bachelor’s Thesis Economics & Business University of Groningen (2018). https://ocasys.rug.nl/2018-2019/catalog/course/EBB731B10?legacy=true. Last accessed on 18 October 2024.Google Scholar
Baldwin, James (1964). ‘Why I Stopped Hating Shakespeare,’ in Kenan, Randall, ed., The Cross of Redemption: Uncollected Writings (2010), New York: Pantheon, 53–56.Google Scholar
Bartelle, Michael Joel (2021). ‘Review of Shakespeare’s Othello (directed by Iqbal Khan for the Royal Shakespeare Company)’, Shakespeare, 17(1): 83–87.CrossRefGoogle Scholar
Bates, Laura (2013). Shakespeare Saved My Life: Ten Years in Solitary with the Bard. Naperville, IL: Sourcebooks.Google Scholar
Bernstein, Jay Hillel (2015). ‘Transdisciplinarity: A Review of Its Origins, Development, and Current Issues’, Journal of Research Practice, 11(1): 1–20.Google Scholar
Bickley, Pamela & Stevens, Jenny, eds. (2023). Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge.Google Scholar
Boublil, Alain & Schönberg, Claude-Michel (1980). Les Misérables [Musical]. Paris: Palais des Sports, directed by Robert Houssein.Google Scholar
Branagh, Kenneth (1993). Much Ado about Nothing [Film]. Hollywood, FL: Samuel Goldwyn.Google Scholar
British Shakespeare Association (2021). Online Conference CfP. Shakespeare In/Action. https://memorients.com/events/online-conference%2Fcfp-shakespeare-in%2Faction. Last accessed on 18 October 2024.Google Scholar
Brucher, Richard (1994). ‘O’Neill, Othello and Robeson’, The Eugene O’Neill Review, 18(1/2): 45–58.Google Scholar
Irena, Burić & Moè, Angelica (2020). ‘What Makes Teachers Enthusiastic: The Interplay of Positive Affect, Self-Efficacy and Job Satisfaction’, Teaching and Teacher Education, 89: 1–10.Google Scholar
Carbone, Courtney (2016). OMG Shakespeare: Macbeth #killingit. New York: Penguin Random House.Google Scholar
Cavanagh, Sheila & Rowland, Steve (2023). ‘Shakespeare in and out of Prison: A Collaboration between the World Shakespeare Project and Shakespeare Central’, in Semler, Liam E., Hansen, Claire & Manuel, Jacqueline, eds., Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press, 127–138.CrossRefGoogle Scholar
Christofides, Roger M. (2021). ‘Hamlet versus Othello: Or, Why the White Boy Keeps Winning’, Shakespeare, 17(1): 6–14.CrossRefGoogle Scholar
Ciulla, Joanne B. (2019). ‘The Two Cultures: The Place of Humanities Research in Leadership Studies’, Leadership, 15(4): 433–444.CrossRefGoogle Scholar
COIL (2022). Coil Proposal: The ‘Other’ in Shakespeare: Contemporary Representations of Racial Difference in England and the Netherlands. [unpublished document].Google Scholar
Crash Course Videos (2011 and following). www.youtube.com/watch?v=Sc850jqMcwo. Last accessed on 18 October 2024.Google Scholar
Crowe, Heljä Antola, Brandes, Kendra, Aviles, Beto Davison, Erickson, Deborah & Hall, Dawn (2013). ‘Transdisciplinary Teaching: Professionalism across Cultures’, International Journal of Humanities and Social Sciences, 3(13): 194–205.Google Scholar
Dadabhoy, Ambereen & Mehdizadeh, Nedda (2023). Anti-Racist Shakespeare. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Davies, Mary (2023). ‘“Radical Mischief”: The Other Place Collaboration between the Royal Shakespeare Company and the University of Birmingham’, in Semler, Liam E., Hansen, Claire & Manuel, Jacqueline, eds., Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press, 87–101.Google Scholar
Deckers, Jan (2021). ‘The Value of Autoethnography in Leadership Studies, and Its Pitfalls’, Philosophy of Management, 20: 75–91.CrossRefGoogle Scholar
Della Gatta, Carla (2019). ‘Confronting Bias and Identifying Facts: Teaching Resistance through Shakespeare’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 165–173.Google Scholar
Demeter, Jason M. (2019). ‘African-American Shakespeares: Loving Blackness as Political Resistance’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 67–75.Google Scholar
Desai, Adhaar Noor (2019). ‘Topical Shakespeare and the Urgency of Ambiguity’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 27–35.Google Scholar
Donaldson, Peter S. (1991). ‘Taking on Shakespeare: Kenneth Branagh’s Henry V’, Shakespeare Quarterly, 42(1): 60–71.CrossRefGoogle Scholar
Doran, Gregory, dir. (2015). Henry V. Performed Stratford-upon-Avon, Royal Shakespeare Theatre: Royal Shakespeare.Google Scholar
Egan, Michael (2000). ‘Managers as Kings: Shakespeare on Modern Leadership’, Management Decision, 38(5), 315–327.CrossRefGoogle Scholar
Eklund, Hillary & Beth Hyman, Wendy (2019). Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press.Google Scholar
Elzinga, Hanny (2014). Een Wijde Blik Verruimt het Denken: A Broad View Expands the Mind. Groningen: Rijksuniversiteit Groningen.Google Scholar
Elzinga, Hanny (2020). ‘Pass the Strategy Blog – Hanny Elzinga’, Infonet, University of Groningen. https://myuniversity.rug.nl/infonet/medewerkers/actueel/news/pass-the-strategy-blog-hanny-elzinga. Last accessed on 18 October 2024.Google Scholar
Etzold, Veit (2012). ‘Power Plays: What Shakespeare Can Teach on Leadership’, Business Strategy Series, 13(2), 63–69.CrossRefGoogle Scholar
Faculty of Economics and Business, University of Groningen (2016). Strategic Plan 2016–2020. www.rug.nl/feb/organization/feb-strategic-plan-2016-2020.pdf. Last accessed on 18 October 2024.Google Scholar
Faculty of Economics and Business, University of Groningen (2021). Vision on Teaching and Learning FEB. www.rug.nl/feb/organization/mission-vision-values/strategic-plan-2021-2026.pdf. Last accessed on 18 October 2024.Google Scholar
Flavian, Heidi (2024). Transdisciplinary Perspectives in Educational Research, Volume 8. Transdisciplinary Teaching in Inclusive Schools. Cham: Springer International.CrossRefGoogle Scholar
Flick, Uwe (2019). An Introduction to Qualitative Research. 6th Ed. Thousand Oaks, CA: Sage.Google Scholar
Freeman, Tierra M., Anderman, Lynley H. & Jensen, Jane M. (2007). ‘Sense of Belonging in College Freshmen at the Classroom and Campus Levels’, The Journal of Experimental Education, 75(3), 203–220.CrossRefGoogle Scholar
Garcia, Venessa (2012). ‘Constructing and Reconstructing Female Sexual Assault Victims within the Media’, in Denise, L. Bissler & Joan, L. Conners, eds., The Harms of Crime Media: Essays on the Perpetuation of Racism, Sexism and Class Stereotypes. Jefferson, IA: Mcfarland, 18–38.Google Scholar
Gilman, Sander L., King, Helen, Roy Porter, George S. Rousseau & Showalter, Elaine (1993). Hysteria beyond Freud. Berkeley, CA: University of California Press.Google Scholar
Green, William David (2023). ‘Review of William Shakespeare’s All’s Well That Ends Well (Directed by Blanche McIntyre for the Royal Shakespeare Company) at the Royal Shakespeare Theatre, Stratford-upon-Avon, 31 August 2022’, Shakespeare, 19(3): 389–392.Google Scholar
Greenhalgh, Susanne (2024). ‘Performance Review: All’s Well That Ends Well by Blanche McIntyre, Todd MacDonald, Hayley Pepler, and John Wyver’, Cahiers Élisabéthains, 113(1): 125–130.CrossRefGoogle Scholar
Gregory, Fiona, García Ochoa, Gabriel & Prescott, Paul (2023). ‘The Warwick-Monash Co-teaching Initiative: Shakespeare and Portal Pedagogy’, in Semler, Liam E., Hansen, Claire & Manuel, Jacqueline, eds., Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press, 113–126.CrossRefGoogle Scholar
Guskey, Thomas R. & Susan, M. Brookhart, eds. (2019). What We Know about Grading: What Works, What Doesn’t, and What’s Next. Alexandria, VA: Association for Supervision & Curriculum Development.Google Scholar
Guyotte, Kelly W., Sochaka, Nicki W., Costantino, Tracie E., Walther, Joachim & Kellam, Nadia N. (2014). ‘STEAM as Social Practice: Cultivating Creativity in Transdisciplinary Spaces’, Art Education, 67(6): 12–19.CrossRefGoogle Scholar
Hahn, Louisa (2023). ‘What Can Hamlet Teach Us about Queerness?’ in Bickley, Pamela & Stevens, Jenny, eds., Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge, 154–162.CrossRefGoogle Scholar
Hansen, Claire (2023). ‘Shakespeare, Climate Change and the Blue Humanities: Imagining an Oceanic Education’, in Bickley, Pamela & Stevens, Jenny, eds., Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge, 190–199.CrossRefGoogle Scholar
Harris, Juliette & Wynn, Toni (2012). ‘Toward a STEM + Arts Curriculum: Creating the Teacher Team’, in Art Education, 65(5): 42–47.Google Scholar
Heijes, Coen (2020). Shakespeare, Blackface and Race: Different Perspectives. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Heijes, Coen (2022). ‘Dutch Negotiations with Otherness in Times of Crisis’, in Sokolova, Boika & Valls-Russell, Janice, eds., Shakespeare’s Others in 21st-Century European Performance: The Merchant of Venice and Othello. London: The Arden Shakespeare, 171–189.Google Scholar
Heijes, Coen & Thompson, Ayanna (2020). ‘Introduction: Shakespeare, Blackface and Performance: A Global Perspective’, Multicultural Shakespeare: Translation, Appropriation and Performance, 22: 9–16.Google Scholar
Heijes, Coen & Sabine, Schülting (2022). ‘Introduction: Shakespeare and the Jews’, Shakespeare, 18(1): 1–7.CrossRefGoogle Scholar
Hennessey, Katherine (2023). ‘Shakespeare, University Education, and Anti-Racism in Kuwait: “A Drop of Water in the Breaking Gulf”’, in Bickley, Pamela & Stevens, Jenny, eds., Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge, 172–180.CrossRefGoogle Scholar
Hennink, Monique, Hutter, Inge & Bailey, Ajay (2020). Qualitative Research Methods. Los Angeles, CA: Sage.Google Scholar
Herbel, Jerry E. Jr. (2015). ‘Shakespeare’s Machiavellian Moment: Discovering Ethics and Forming a Leadership Narrative in Henry V’, Public Integrity, 17(3), 265–278.CrossRefGoogle Scholar
Hobgood, Alison P. (2019). ‘Shakespeare in Japan: Disability and a Pedagogy of Disorientation’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 46–54.Google Scholar
Holley, Lynn C. & Steiner, Sue (2005). ‘Safe Spaces: Student Perspectives on Classroom Environment’, Journal of Social Work Education, 41(1): 49–64.CrossRefGoogle Scholar
Honours College (2023). Bachelor’s Honours Programme. www.rug.nl/education/honours-college/. Last accessed on 18 October 2024.Google Scholar
House, Robert J., Hanges, Paul J., Javidan, Mansour, Dorfman, Peter W. & Gupta, Vipin, eds. (2004). Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies. Thousand Oaks, CA: Sage.Google Scholar
Interagency Working Group on Convergence (2022). Convergence Education: A Guide to Transdisciplinary Stem Learning and Teaching. www.whitehouse.gov/wp-content/uploads/2022/11/Convergence_Public-Report_Final.pdf. Last accessed 18 October 2024.Google Scholar
Johanson, Kristine (2023). ‘Co-opting “the Bard” as Manager in the Anglophone World and the Netherlands: Shakespeare for Synergy?’ in Bickley, Pamela & Stevens, Jenny, eds., Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge, 181–189.CrossRefGoogle Scholar
Jones, Emily Griffith (2019). ‘Global Performance and Local Reception: Teaching Hamlet and More in Singapore’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 55–63.Google Scholar
Jungert, Thomas, Levine, Shelby & Koestner, Richard (2020). ‘Examining How Parent and Teacher Enthusiasm Influences Motivation and Achievement in STEM’, The Journal of Educational Research, 113(4): 275–282.CrossRefGoogle Scholar
Karim-Cooper, Farah (2021). ‘Shakespeare through Decolonization’, English: Journal of the English Association, 70(271): 319–324.Google Scholar
Karim-Cooper, Farah, McMullan, Gordon, Munro, Lucy & Tosh, Will (2023). ‘The Shakespeare’s Globe/King’s College London MA Shakespeare Studies: The First Twenty Years of Collaboration’, in Semler, Liam E., Hansen, Claire & Manuel, Jacqueline, eds., Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press, 102–112.CrossRefGoogle Scholar
Keller, Melanie M., Woolfolk Hoy, Anita, Goetz, Thomas & Frenzel, Anne C. (2016). ‘Teacher Enthusiasm: Reviewing and Redefining a Complex Construct’, Educational Psychology Review, 28(4): 743–769.CrossRefGoogle Scholar
Kemp, Sawyer (2019). ‘Shakespeare in Transition: Pedagogies of Transgender Justice and Performance’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 36–45.Google Scholar
Kim, Taehee & Diane, L. Schallert (2014). ‘Mediating Effects of Teacher Enthusiasm and Peer Enthusiasm on Students’ Interest in the College Classroom’, Contemporary Educational Psychology, 39(2): 134–144.CrossRefGoogle Scholar
Kirwan, Peter (2023). ‘All’s Well That Ends Well (RSC) @ The Royal Shakespeare Theatre (film version)’, The Bardathon. https://drpeterkirwan.com/2023/06/15/alls-well-that-ends-well-rsc-the-royal-shakespeare-theatre-film-version/. Last accessed on 18 October 2024.Google Scholar
Kouts, Gideon (2018). ‘The Merchant of Venice in the Hebrew Press’, European Judaism: A Journal for the New Europe, 51(2): 106–115.Google Scholar
Laqueur, Thomas (1976). ‘The Cultural Origins of Popular Literacy in England 1500–1850’, Oxford Review of Education, 2(3): 255–275.CrossRefGoogle Scholar
Leavy, Patricia (2011). Essentials of Transdisciplinary Research: Using Problem-Centered Methodologies. Walnut Creek, CA: Left Coast Press.Google Scholar
Lebron, Christopher J. (2017). The Making of Black Lives Matter: A Brief History of an Idea. New York: Oxford University Press.Google Scholar
Leon, Kenny dir. (2019). Much Ado about Nothing. Performed New York, The Delacorte Theater: The Public Theater.Google Scholar
Leroy, Hannes, Palanski, Michael E. & Simons, Tony (2012). ‘Authentic Leadership and Behavioral Integrity as Drivers of Follower Commitment and Performance’, Journal of Business Ethics, 107(3), 255–264.CrossRefGoogle Scholar
Mackenzie, Rowan (2023). Creating Space for Shakespeare: Working with Marginalized Communities. London: The Arden Shakespeare.CrossRefGoogle Scholar
Master’s Thesis Economics & Business University of Groningen (2019). https://ocasys.rug.nl/2019-2020/catalog/course/EBM859B20. Last accessed on 18 October 2024.Google Scholar
McNamara, Leanna (2016). ‘Hippocratic and Non-Hippocratic Approaches to Lovesickness’, in Dean-Jones, Lesley & Rosen, Ralph Mark, eds., Ancient Concepts of the Hippocratic: Studies in Ancient Medicine Series, 46. Leiden: Brill, 308–327.Google Scholar
Mendoza, Kirsten N. (2019). ‘Sexual Violence, Trigger Warnings, and the Early Modern Classroom’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 97–105.Google Scholar
Mentz, Steve (2019). ‘Failing with Shakespeare: Political Pedagogy in Trump’s America’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 134–141.Google Scholar
Morden, Tony (1997). ‘Leadership as Competence’, Management Decision, 35(7): 519–526.CrossRefGoogle Scholar
Neely, Carol Thomas (2018). Distracted Subjects: Madness and Gender in Shakespeare and Early Modern Culture. Ithaca: Cornell University Press.Google Scholar
Neely, Adrian N., Ivey, Asia S., Duarte, Catherine, Poe, Jocelyn & Irsheid, Sireen (2020). ‘Building the Transdisciplinary Resistance Collective for Research and Policy: Implications for Dismantling Structural Racism as a Determinant of Health Inequity’, Ethnicity & Disease, 30(3): 381–388.Google ScholarPubMed
Nunn, Trevor (2001). The Merchant of Venice [Film]. London: Lexington Road Entertainment Group.Google Scholar
Nussbaum, Martha C. (2017). Not for Profit: Why Democracy Needs the Humanities – Updated Edition. Princeton, TX: Princeton University Press.Google Scholar
O’Brien, Molly Townes, Leiman, Tania & Duffy, James (2014). ‘The Power of Naming: The Multifaceted value of Learning Students’ Names’, QUT Law Review, 14(1): 114–128.Google Scholar
Oel, Justus van (2007). De Arabier van Amsterdam [The Arab of Amsterdam]. Amsterdam: DNA.Google Scholar
Olivier, Richard (2013). Inspirational Leadership: Timeless Lessons for Leaders from Shakespeare’s Henry V. London. England: Nicholas Brealey.Google Scholar
Osborne, Jeffrey (2019). ‘Rural Shakespeare and the Tragedy of Education’, in Eklund, Hillary & Hyman, Wendy Beth, eds., Teaching Social Justice through Shakespeare: Why Renaissance Literature Matters Now. Edinburgh: Edinburgh University Press, 107–114.Google Scholar
Palfrey, John (2017). Safe Spaces, Brave Spaces: Diversity and Free Expression in Education. Cambridge, MA: The MIT Press.Google Scholar
Panjwani, Varsha (2022). Podcasts and Feminist Shakespeare Pedagogy. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Pedersen, David Budtz (2016). ‘Integrating Social Sciences and Humanities in Interdisciplinary Research’, Palgrave Communications, 2: 1–7.CrossRefGoogle Scholar
Percival, Brian (2005). ShakespeaRe-Told: Much Ado about Nothing [Film]. London: British Broadcasting.Google Scholar
Phipps, Alison (2021). ‘White Tears, White Rage: Victimhood and (as) Violence in Mainstream Feminism’, European Journal of Cultural Studies, 24(1): 81–93.CrossRefGoogle Scholar
Pujante, Ángel-Luis & Gregor, Keith (2023). ‘Managerial Shakespeare and Troilus and Cressida’, Linguaculture, 14(1): 83–100.CrossRefGoogle Scholar
Rabkin, Norman (1977). ‘Rabbits, Ducks, and Henry V’, Shakespeare Quarterly, 28(3): 279–296.CrossRefGoogle Scholar
Radford, Michael (2004). The Merchant of Venice [Film]. Beverly Hills, CA: Metro-Goldwyn-Mayer Studios.Google Scholar
Robinson, Simon (2016). ‘Integrity and Its Counterfeits: Shakespeare’s Henriad’, Palgrave Communications, 2(1): 1–9.CrossRefGoogle Scholar
Robinson, Cheska (2017). ‘Add More STEAM to Your Classes’, Science Scope, 41(1): 18–22.Google Scholar
Rogers, Jami (2022). British Black and Asian Shakespeareans: Integrating Shakespeare, 1966–2018. London: The Raden Shakespeare.CrossRefGoogle Scholar
Ruiter, David (2020). The Arden Research Handbook of Shakespeare and Social Justice. London: The Arden Shakespeare.Google Scholar
Sarkar, Abhishek (2021). ‘Teaching Shakespeare in Bengal: Tradition and Its Discontents’. Paper for ‘Teaching Shakespeare’ seminar, British Shakespeare Association – online conference.Google Scholar
Semler, Liam (2020). In ‘Video Interview with Editors Gillian Woods and Liam E. Semler’, website Cambridge Elements. Shakespeare and Pedagogy. www.cambridge.org/core/publications/elements/shakespeare-and-pedagogy. Last accessed 18 October 2024. www.youtube.com/watch?time_continue=119&v=rllMxDc_6Q4&embeds_referring_euri=https%3A%2F%2Fwww.cambridge.org%2Fcore%2Fpublications%2Felements%2Fshakespeare-and-pedagogy&source_ve_path=MzY4NDIsMjg2NjY&feature=emb_logo.Google Scholar
Semler, Liam E., Hansen, Claire & Manuel, Jacqueline, eds. (2023). Reimagining Shakespeare Education: Teaching and Learning through Collaboration. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Smith, Emma, ed. (2021). Shakespeare Survey 74: Shakespeare and Education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Smith, Jeffrey K. & Smith, Lisa F. (2019). ‘Grading in Higher Education’, in Guskey, Thomas R. & Brookhart, Susan M., eds., What We Know about Grading: What Works, What Doesn’t, and What’s Next. Alexandria, VA: Association for Supervision & Curriculum Development, 195–213.Google Scholar
Stavreva, Kirilka (2022). ‘Interview with Stephan Wolfert on Shakespeare, Trauma, and Mapping Affective Theatre Communities’, Cahiers Elisabéthains: A Journal of English Renaissance Studies, 108(1): 78–90.CrossRefGoogle Scholar
Stein, Mark (2005). ‘The Othello Conundrum: The Inner Contagion of Leadership’, Organization Studies, 26(9): 1405–1419.CrossRefGoogle Scholar
Thompson, Ayanna, ed. (2021). The Cambridge Companion to Shakespeare and Race. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Thompson, Ayanna & Turchi, Laura (2016). Teaching Shakespeare with Purpose: A Student-Centred Approach. London: The Arden Shakespeare.CrossRefGoogle Scholar
Thurman, Chris & Young, Sandra (2023). Global Shakespeare and Social Injustice: Towards a Transformative Encounter. London: The Arden Shakespeare.CrossRefGoogle Scholar
George, Tillman Jr. (2018). The Hate U Give [Film]. Los Angeles, CA: 20th Century Fox.Google Scholar
Toohey, Peter (2004). Melancholy, Love, and Time: Boundaries of the Self in Ancient Literature. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar
Tosh, Will (2017). ‘What You Will’, online posted 11 May 2017. https://web.archive.org/web/20170605103925/https://blog.shakespearesglobe.com/post/160546033578/gender-in-twelfth-night. Last accessed on 18 October 2024.Google Scholar
Townsley, Matt (2022). Using Grading to Support Student Learning. New York: Routledge.CrossRefGoogle Scholar
Turchi, Laura B. (2023). ‘Shakespeare Pedagogy and Anti-Racist Curriculum Initiatives’, in Bickley, Pamela & Stevens, Jenny, eds., Shakespeare, Education and Pedagogy: Representations, Interactions and Adaptations. London: Routledge, 145–153.CrossRefGoogle Scholar
University of Groningen (2021). Making Connections: 21/26. Strategic Plan University of Groningen. Groningen: University of Groningen. www.rug.nl/about-ug/policy-and-strategy/strategic-plan/strategisch-plan-eng-2021.pdf. Last accessed on 18 October 2024.Google Scholar
University College Groningen (2023). Curriculum Education University College Groningen. www.rug.nl/ucg/education/. Last accessed on 18 October 2024.Google Scholar
Warner, Nicholas (2007). ‘Screening Leadership through Shakespeare: Paradoxes of Leader-Follower Relations in Henry V on Film’, The Leadership Quarterly, 18(1): 1–15.CrossRefGoogle Scholar
Wekker, Gloria (2016). White Innocence: Paradoxes of Colonialism and Race. Durham, NC: Duke University Press.Google Scholar
Whedon, Joss (2012). Much Ado about Nothing [Film]. Los Angeles, CA: Bellwether Pictures.Google Scholar
Wilson, Jeffrey R. (2020). Shakespeare and Trump. Philadelphia, PA: Temple University Press.Google Scholar
Winston, Bruce E., & Patterson, Kathleen (2006). ‘An Integrative Definition of Leadership’, International Journal of Leadership Studies, 1(2): 6–66.Google Scholar
Yin, Robert K. (2018). Case Study Research and Applications: Design and Methods. Thousand Oaks, CA: Sage.Google Scholar