Shakespeare and Place-Based Learning

Shakespeare and Place-Based Learning explores the potential of place for enriching Shakespeare pedagogy. Positioning place as a complex multiperspectival phenomenon with stories and voices of its own this Element considers place a partner in the learning process. The opening section traces the development of place-based education culminating in a conceptual framework for use in Shakespeare pedagogy. Shakespeare and Place-Based Learning then examines how regional Australian students understand place in the Shakespeare classroom and presents a new definition of place designed for literary studies. This Element also investigates the challenges and potential of outdoor Shakespeare education through a case study of outdoor theatre workshops. Shakespeare and Place-Based Learning culminates with a pedagogical model and practical activities. This model aims to develop a learner''s sense of place in two ways: through deepening their authentic engagement with and knowledge of Shakespeare''s texts and by expanding critical awareness of their environmental responsibilities.