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Inclusive Shakespeare: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeare's poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays mobilize ethically informed pedagogy, discussions of public partnerships, reconceptions of the physical theater experience for disabled persons, and the use of Shakespeare to enable students in technical and community colleges, and four-year colleges and universities, to form their own sense of self and to imagine their future working lives as meaningful and not merely instrumental. This collection also contributes to national conversations about the role of literature in the larger project of inclusion of persons from identities defined by socio-economics, race, language, gender, and disability.
