Date of Award

9-21-2023

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Cultural Foundations of Education

Advisor(s)

Beth Ferri

Keywords

disability studies;pedagogy;Shakespeare

Abstract

ABSTRACT In this qualitative study of university classroom practices, the author used textual analysis to highlight possible connections between Disability Studies and the teaching of two of William Shakespeare’s plays. The data for the study was gathered from teacher-scholar narratives regarding classroom practices and careful analyses of two university instructors who had recorded their classroom sessions focused on Hamlet and King Lear. Findings from the study included identifying textual spaces where impairment was relevant, but not noted, highlighting disability-related language in classroom talk, and examining various pedagogical approaches toward the plays that would facilitate a more Disability Studies informed pedagogical approach. Keywords: Shakespeare, Disability Studies, Pedagogy

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Open Access

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