Description
Disavowing Authority in the Shakespeare Classroom offers a critical examination of power dynamics in literary education and proposes alternative pedagogical strategies for teaching Shakespeare. Huw Griffiths argues that traditional classroom hierarchies, where the instructor serves as the sole authority on textual interpretation, limit students’ engagement with Shakespeare’s plays.
The book explores how teachers can deliberately disavow their authoritative position to create more democratic learning environments. By examining contemporary teaching practices and theoretical frameworks, Griffiths demonstrates how students become more invested interpreters when they participate in collaborative meaning-making rather than passive reception of expert knowledge.
This volume contributes to the growing field of Shakespeare pedagogy by addressing practical classroom applications alongside theoretical considerations. It will appeal to literature teachers, scholars of pedagogy, and anyone interested in transforming how Shakespeare is taught in educational settings.
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