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.
Recommended
Othello and Barbary's blues
Justin P. Shaw is interested in how appropriation can mean theft as well as “making something new.” Using a framework of Black music and the history of appropriation of the Blues to shed light on Desdemona’s memory of Barbary’s song in Shakespeare's Othello, Shaw asks the question: where is the line between tribute and theft?
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