Espinosa, Ruben. "Immigration and Henry V." Throughlines. www.throughlines.org/suite-content/immigration-and-henry-v. [Date accessed].
Immigration and Henry V
Opening rich discussions with students surrounding linguistic and cultural identity through Henry V.
Henry V can be an incredibly compelling play to bring students into conversations about immigration and nationalism. The play’s concern with crafting an English national identity, especially in comparison to that of the Welsh or French, offers students a way into a discussion about language, belonging, and national identity. Given the urgency of anti-immigrant sentiments and legislation in the US, the idea of who is deemed a legitimate insider is a significant entry point for American students to discussions about national citizenship and race. Notions of legitimacy in the US are often tethered to linguistic identity, so the play’s attention to language is critical for these conversations.
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.
Critical theories and methods
This class investigates and gauges 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.
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Titus Andronicus as the gateway drug
Students believe they know what Romeo and Juliet or Hamlet or Macbeth mean, but rarely do those “meanings” stem from the students’ close engagements with the texts. Using Titus Andronicus at the beginning of any Shakespeare class forces students to experience Shakespeare anew.
