This essay offers an approach to teaching a canonical dramatic literature-based theatre history class while also teaching students to question and resist the canon's ideological traps. The author models the use of French philosopher Jacques Rancière's concept of the emancipated spectator and American educational theorist Joyce E. King's concept of…

This article considers the opportunities presented by -- and the obstacles preventing -- the adoption of online resources in teaching Shakespeare in South Africa. Taking into account Shakespeare's controversial place in South African education, it addresses the widely differing contexts in which Shakespeare might be encountered in the country's…

Aim: The article explores secondary school students' perceptions of the 'value' of UK curriculum subjects; alongside what, how and why specific subject value attribution patterns are important for students, and the psychological impact of this on their wellbeing and academic self-efficacy beliefs (SEB). Method/Rationale: A mixed-methods,…

Within the context of a first-person account of pedagogical growth, a social studies methods professor describes three pragmatic ways to bring literacy-based instruction into a history class. The three ideas are supported by current research on content-area and disciplinary literacy, and the rationales for increasing student engagement and…

Detailing the integration of Spanish language teaching in an authentic setting, this article contributes to empirical research on the positive value of community-engaged learning in foreign language pedagogy. "Reading to Play, Playing to Read" is an innovative model for community-engaged teaching that combines learning goals from…