Espinosa, Ruben. "Critical theories and methods." Throughlines. www.throughlines.org/suite-content/critical-theories-and-methods. [Date accessed].
Critical theories and methods
Incorporating premodern critical race studies into the Shakespeare classroom.
Course description
The application of various forms of cultural and critical theory to the study of literature has a long, varied, and robust history. In recent years, we have seen a revolution in literary criticism as critical race theory has become a dominant approach to understanding not only the works that we read, but also the world around us. This revolution puts questions of race and racial justice at the center of the subject. This class will investigate and gauge the value of critical theories and methods focused on race, racism, and racial justice. The aim of this course is to engage meaningfully with scholars, cultural productions, and criticism that draw on critical race studies within their artistic and scholarly work.
Learning outcomes
After you complete this course, you will: 1) have a better understanding of the main texts, authors, and critical field of study; 2) be able to apply techniques of critical analysis; 3) understand critical race studies approaches to literary and cultural studies.
Course readings
William Shakespeare, Othello
William Shakespeare, The Merchant of Venice
Additional scholarly articles, essays, and chapters will be made available via PDF.
Course requirements
Daily class participation
This is an upper division course, and you are expected to attend every class meeting. If an emergency forces you to miss class, discuss it with me upon your return. The success of the class depends on your presence and participation. Students are expected to read, and should be prepared to discuss, all assigned material. Please note that this is a reading intensive class.
Group led discussion
Early in the semester, students will work in groups to lead class discussion centered on a specific school of theory (Feminism, Marxism, New Historicism, Psychoanalysis, etc.). The group will present a short overview of the school of theory, explain its significance, and offer brief examples (2-3) of the way this theory can be applied to a literary text. The presentation/discussion should be roughly 20 minutes. I will circulate a sign-up sheet the first week of class.
Public facing essay
For this assignment, you will be asked to write a public facing essay that uses Othello or The Merchant of Venice as a vehicle to explore a contemporary social issue. Please take time to look at the short essays published in ACMRS’s online journal, The Sundial. The public facing works in that journal will give you a sense of what is possible and possibly inspire the approach you take for this assignment. Your essays should be 500-750 words in length and should be submitted via Canvas by the assigned date (see schedule below).
Final project
For your final project, you will present on a product from popular culture of your choice (YouTube video, music, visual art, poem, film, etc.) that adapts and/or appropriates Shakespeare’s work and that engages with the issue of race/racism (implicitly or explicitly). You should interpret your chosen product through the lens of one of the pieces of critical race theory/studies that you read over the semester and explain the value behind considering such a perspective. Presentations should be 10 minutes in length. In addition to the presentation, you will submit a 250-word reflection on why this product and interpretation is meaningful to you.
Further learning
Henry V and belonging
Shakespeare's language and status in the Western canon can feel inhospitable to many students, especially students of color. Teaching Henry V with a focus on linguistic identity, legitimacy, and belonging can open conversations that allow students to carve out a Shakespeare for themselves.
