Program of the 55th Annual Meeting

Seminars:

01. Actors as Play-Makers

Lucy Munro (King’s College London)
Tanya Pollard (Brooklyn College, CUNY)

Recent years have seen increased attention to forms of collaboration behind early modern plays. This seminar invites essays that examine how actors have contributed to shaping plays, whether through inspiring and/or originating roles in their earliest performances, or through shifting perceptions of plays in revivals. Topics might include the influence of leading actors, comic specialists, hired men, people of color, boys, women, trans, non-binary, and queer performers across the centuries.

02. Adaptations in Context

Stephannie S. Gearhart (Bowling Green State University)    

How does foregrounding context in analyses of Shakespearean adaptations affect our understanding of an adaptation and its “source”? This seminar invites papers on case studies of adaptations in context, theoretical considerations of context, and pedagogical approaches to teaching Shakespearean adaptations in context. It welcomes a broad understanding of context—including factors such as geography, history, class, race, gender, sexuality, culture, and media—and Shakespearean adaptations.

03. Afterlives of Shakespeare and Family: Biofictions and Biographies

Katherine W. Scheil (University of Minnesota)   
Edel Semple (University College Cork)

This seminar explores biographies and biofictions of Shakespeare, Anne Hathaway, and their children Hamnet, Judith, and Susannah, on the page, stage, and screen. We invite papers that consider where, how, and why Shakespeare and his family have been imagined; how their lives and deaths have shaped popular ideas of Shakespeare; and what their afterlives reveal about contemporary understandings of the early modern period and ideas of the family, gender, the creative life, and death.     

04. Breaking Form

Eileen Sperry (Skidmore College)    

This seminar invites work that explores the relationship between form and unity in early modern poetry from Shakespeare and beyond. Participants will explore texts in which forms fall apart, are wrenched open, or otherwise refuse to remain whole. Rather than approaching these as moments of failure, we will consider these as sites of resistance and possibility. Participants are especially encouraged to explore ideas of form and unity in dialogue with other critical frameworks, including but not limited to early modern trans studies, disability theory, and critical race studies.

05. Censorship, Free Speech, and Shakespeare  

Ashley Sarpong (California State University, Stanislaus)    

This seminar examines censorship in early modern literature amid current “apocalyptic narratives” in higher education. We invite historicist or presentist papers exploring how Shakespeare and his contemporaries wrestled with free speech against restrictive regimes. We welcome queries on strategies, new readings, censorship histories, and pedagogy.

06. Characteristic Marlowe  

Kerry N. Cooke (Mary Baldwin University)  

Marlowe is again garnering attention after Stephen Greenblatt’s Dark Renaissance. Marlowe’s mighty line and mysterious life are marvels. But what else is characteristic of Marlowe? His theatricality? His diction? His use of the word “droop”? His poetics? Erotics? Geography? Treatment of race? And, what characteristics are obscured by caricature? This seminar poses such questions, and asks what characterizes a Marlovian? Is expertise in Shakespeare or Marlowe similar or constitutively different?

07. Citizenship and Early Modern Drama

William Casey Caldwell (Carthage College) 

We are living through one of the most urgent moments for turning to issues of citizenship. Given this urgency and how underdeveloped citizenship studies is in our field, this seminar invites papers from a wide variety of historicist, presentist, and theoretical approaches. These may include historical analyses focusing on its local, urban nature by contrast to nationality; performance studies of community-engaged adaptations; meta-disciplinary reflections on citizenship and academia; pedagogy; and immigration, queer, environmental, disability, and economic studies.

08. Close-Reading Now 

Matthew P. Harrison (West Texas A&M University) 
Laura Kolb (Stony Brook University)

What does close reading mean for early modernists? How does it make meaning, particularly now? This seminar invites papers that develop close readings of individual early modern poems. Participants will engage the nuances of each other’s practice, with broader methodological discussion emerging from the details of our work.

09. Contemptus Mundi in Renaissance Literature and Drama 

Mayra A. Cortes (University of California, Los Angeles)     

This seminar examines contemptus mundi, a Christian moral framework informed by classical philosophy that shaped medieval and Renaissance literature and views the world as an object of contempt or renunciation. We invite papers that use this framework to enrich readings of Renaissance texts and to advance premodern critical race, environmental, religious, and performance studies.

10. Creative Practice and Early Modern Studies   

Toby Altman (Michigan State University)   
Joanne Diaz (Illinois Wesleyan University)         

This seminar invites practitioners and scholars to reflect on the relationship between their scholarly work and creative practices. Taking our cue from early modern figures who crossed the borders between the creative and scholarly—and who knew that creative practice is a form of knowledge production—we solicit creative work that engages directly with early modern materials, methods, and texts, as well as theoretical reflections on the relationship between critical and creative practices.

11. Ecodramaturgy, Oikos, and Shakespeare

William Floyd Wolfgang (Stevenson University)           

This seminar invites papers that consider how ecodramaturgy can engage the oikos, the shared space of home, habitat, and environment, in Shakespeare adaptations. How might theatre practitioners stage and reimagine Shakespeare within ecological frameworks while reflecting issues central to the production’s home and community? How might we explore performance practices, adaptations, and theoretical approaches that connect Shakespeare, environment, and the lived spaces of contemporary audiences?

12. EmoTrans At 10

Simone Chess (Wayne State University)
Colby Gordon (Bryn Mawr College)
Sawyer K. Kemp (Queens College, CUNY)

Ten years after the first Early Modern Trans Studies SAA seminar in 2017, we are reconvening

to reflect on the field’s past and future. We ask: how might early trans history serve trans politics in the present? What do early modern accounts of racialized gender tell us about the histories of fascism, white supremacy, and transphobia? How can EmoTrans strengthen its relationships with other subfields, including premodern critical race, sexuality, intersex, disability, and asexuality studies?

13. Encounter: Race, Book History, Bibliography, and Textual Editing

Brandi K. Adams (Arizona State University) 
Miles P. Grier (Queen’s College and the Graduate Center, CUNY)    

We invite papers that consider about the role of race and racial formation in the study of book history and in the textual editing of plays, poems, ballads, novels and other forms of writing. What are the ways that race has shaped textual production, reception or collection of early modern books? What might the revisiting of texts traditionally read as informed by race (or not) now reshape our understanding of textual editing of early modern literature?          

14. Gendered Fluids   

Margo Kolenda-Mason (University of Central Arkansas)  

How do fluids, and fluidity, help us understand sixteenth- and seventeenth-century ideas about gender and the body? This seminar explores a range of ways in which we can better understand a more full spectrum of gender for a greater variety of bodies by reconsidering the role that fluids played in the early modern imaginary. How can we put gender fluidity—including trans, nonbinary, and intersex studies— in conversation with gendered fluidity—including the bodily, the humoral, and the earthly? Papers that consider contemporary authors, especially women writers, are welcome. Blood, sweat, and tears are optional.

15. Ghosts of the Playhouse: Theatre Afterlives and Movements

Callan Davies (University of Southampton) 

What happens to playing venues once the “original” building ceases to operate as a theatre or begins to again after a hiatus? What happens when a play transfers or moves from the venue that shaped it? This seminar focuses on the material and cultural lives of entertainment spaces and invites participants to consider the ghosts that haunt playing spaces and their plays as they move, appear, and disappear in a changing world.

16. The Gods, the Godly, and the Godless in Shakespearean Drama

Melissa Pullara (Mount Royal University)   

This seminar invites participants to explore the role of the gods in Shakespeare, both the classical pantheon and the Christian God. How are the gods represented? When do characters call out to them and why? What is the reward or punishment for characters who defer to or defy these higher powers? Central to this seminar is the question of what faith looks like and how it is harnessed by Shakespeare’s characters (and subsequently, his audiences, both early and modern) to profit their own ends.

17. The Henriad Plays Now

Amani Liggett (University of California, Santa Cruz)  
Katie Elizabeth O’Hare (University of California, Los Angeles)

This seminar reexamines Shakespeare’s Henriad plays: Richard II, 1 and 2 Henry IV, and Henry V, in our current moment. Papers that seek to expand the sequence to the Henry VI tetralogy or non history plays are welcome. Other possible topics include connecting the plays to current events or themes such as political action, rebellion, war as distraction, leadership, nationalism, class, divine right, and alternative domestic or feminine histories.   

18. The Humanity of Strangers?: Hospitality and Its Limits in Shakespeare   

Stephanie Chamberlain (Southeast Missouri State University) 
Kirsten N. Mendoza (University of Dayton)                 
James Sutton (Florida International University) 

Our seminar invites essays focusing on the innate rights and humanity of strangers as depicted on the Shakespeare page, stage and screen. Topics might include: how Shakespeare’s works engage with the rights afforded to strangers; considerations of contemporary adaptations of Shakespeare that center refugee lives; pedagogical approaches to Shakespeare that foreground human rights work; or papers that examine the author’s complicit involvement in the human rights’ abuses faced by strangers today.

19. In and Out of Bad Taste: Shakespeare and Beyond

Samuel Kolodezh (University of California, San Diego) 
Kate Needham (University of Mississippi)             

This seminar will explore the role of “bad” taste in the history, performance, reception and adaptation of Shakespeare and early modern drama. We consider bad taste and its consequences both historical and contemporary—from crass humor and farce to artistic failures to (sub)cultural appropriation to kitsch, camp, trash, and slop. What are our working definitions of taste and what are the political, discursive, cultural, social, ethical, material and technological innovations that shape it?

20. Jonson Unmasqued

Mira ‘Assaf (Butler University)   
Harry R. McCarthy (University of Southern California)

What place is there for Jonson’s works in present-day early modern studies? To whom does Jonson belong? This seminar invites participants to revise our collective picture of Jonson through a range of scholarly approaches, including premodern critical race studies, early modern trans studies, queer studies, disability studies, ecocriticism, performance studies, book history, and practice-based methodologies. We equally welcome submissions which attend to pedagogical questions and strategies.

21. Making Experience

Adam State Rzepka (Montclair State University)      

Reconstructing historical “experience” has proven intensely productive in Shakespeare studies for decades; yet as a distinct object of study, “experience” is only just coming into focus. This seminar invites considerations of “experience” in plays and playgoing as a concept, an object of desire, a commodity, an ideological or methodological keyword, a social force, or a chimera, along with other approaches to this rich and elusive category whose genealogical limits were—and still are—contested.

22. Mapping the Supernatural / Supernatural Cartographies 

Chris Barrett (Louisiana State University)      
Kaitlyn Culliton (Texas A &M International University)   

This seminar invites papers exploring cartographies of the supernatural, in the most capacious sense of both the terms “cartographies” and “supernatural.” How does the locationality of the supernatural impact discourses of landscape, space, place, and cartography? How do early modern drama, prose, and poetry map the super/natural: how do these texts place the ethereal, and how do they represent the emplacement of the more-than-human?     

23. Menopause and the Early Modern Stage

Ariane M. Balizet (Texas Christian University)  
Natalie K. Eschenbaum (University of Washington, Tacoma)
Marcela Kostihová (Hamline University)

This seminar examines how menopause—named or unnamed—resides within early modern theatrical representation. Though not defined as a discrete medical category, aging, barrenness, humoral heat, and fertility structured women’s embodied and political identities onstage. We invite papers on queens, crones, witches, midwives, and all manner of “Old Ladies”; on performance practices and genre; and on transnational contexts. How might centering menopause reshape our understanding of authority, time, and female agency in early modern drama?    

24. Much Ado About Nothing Revisited

Elizabeth Zeman Kolkovich (Ohio State University) 
Bailey Sincox (Binghamton University, SUNY)     

This seminar invites new perspectives on Much Ado About Nothing. What questions are we not yet asking about this popular play, its adaptations, or its performance or textual histories? We welcome studies of race, the play’s Mediterranean geography, sexuality, “fake news,” consent, disability, and more. Reflections on teaching or performing Much Ado are welcome, as are all theoretical approaches and speculative or in-progress work.        

25. Oceanic Risk in the Early Modern World

Douglas Clark (University of Oxford)      
Laurence J. Publicover (University of Bristol)

How do oceans generate thinking about risk and/or risky thinking? This seminar asks how seafaring informs early modern conceptions of risk, while also exploring the relationship between oceanic imaginaries and questions of cognition and experience. How did transoceanic travel forge new ways of not only mitigating risk, but understanding it? How did cultures of seafaring shape forms and styles of thought in literature and beyond? And what were the consequences of these developments?             

26. On Vulnerability

Katherine Blankenau (University of West Florida)      
Joanna Huh (University of Cincinnati)     
Anna-Rose Shack (University of Freiburg)

Let’s discuss vulnerability: as an early modern subfield with epistemological value for humanities scholars, as a theoretical concept, a reading lens, and/or a critical analytic! We invite papers on religious, political, and philosophical discourses; the history of emotions and affect; race, gender, and sexuality; embodiment, care and disease; the environment, travel and hospitality; war and violence. How is vulnerability at play in or a productive theoretical lens for approaching your sources?

27. Palestine in/and Early Modernity    

Abdulhamit Arvas (University of Pennsylvania)   
Ari Friedlander (University of Mississippi)    

How did early modernity imagine Palestine? This seminar examines cohabitation and conflict among Jews, Muslims, and Christians in early modern Palestine and its larger networks so as to question disciplinary narratives about the place of Palestine in Shakespeare and early modern studies more broadly. By identifying the urgent questions Palestine presents us with today, we explore how thinking with Palestine may yield a more historically accurate, methodologically sound, and more hopeful future.    

28. Premodern Critical Indigenous Studies and Shakespeare

Jamie Paris (University of Manitoba)       

What might it mean to Indigenize Shakespeare studies in an ethical and sustainable way that benefits Indigenous communities and scholars? This seminar invites papers by settler and Indigenous scholars who are interested in using Critical Indigenous Studies methodologies to analyze premodern drama and/or contemporary Indigenous adaptations/performances of Shakespeare and his contemporaries.

29. Property

Stephanie Elsky (Rhodes College)    
Russ Leo (Princeton University) 

This seminar examines “property” and its centrality to early modern law and literature, in light of recent work on race, gender, unfreedom, and obligation that has reshaped our understanding of the period. Papers are invited that analyze both literary and non-literary accounts of property (land, goods, labor, or enslaved people) in ways that broaden our understanding of property’s meaning and/or consider property as resource for the construction of cultural, political, and literary forms.     

30. Queer Materialities 

Lee Emrich (Victoria College, University of Toronto)  
Breanne Weber (James Madison University)

This seminar asks how early modern queer entanglements of objects and bodies, matter and things complicate and co-constitute identity, embodiment, and belonging in both the past and present. What was the queerness of early modern matter and experience? How might our own scholarly or artistic processes be forms of queer materiality? We especially invite papers thinking queer materialities with race, gender/sexuality, performance, dramaturgy, book history/bibliography, pedagogy, and environments.

31. Rethinking Masques

Gabriel Lonsberry (Jacksonville State University)           

This seminar seeks to continue conversations opened at the “Rethinking Masques” panel at SAA 53 by inviting papers on any topic related to Tudor and Stuart court masques, and on engagement with masques by Shakespeare and his contemporaries. Masques demand continued reconsideration in our present political moment, as our own experiences with misinformation and mythmaking lead us to rethink early modern versions of the same. Papers might address the political potency of masques; aesthetic form and influence; race, gender, and sexuality in masques; and more.

32. Shakespeare and Crip Time

Sonya Freeman Loftis (Morehouse College)  
Bradley J. Irish (Arizona State University) 
Allison Kellar (Wingate University) 

Time is a defining concept in disability studies, as time may be used to measure and evaluate disability. This seminar examines the intersections of Shakespeare and crip time—from characters who experience time through madness or trauma to how crip time may impact teachers, students, audience members, practitioners, or scholars. Explorations will include atypical experiences that may not always be understood as “crip”—including time intersecting with neurodivergence, anxiety, and grief.  

33. Shakespeare and Film Theory

Melissa Croteau (California Baptist University)    

As Shakespearean films, television series, and other audiovisual adaptations proliferate, scholars need effective theoretical lenses to analyze them. Although literary and film theory differ in emphasis and methods, Shakespeare scholars of the screen have shown that film theory can productively inform analysis and pedagogy. This seminar explores how evolving film and media theories—from ecocinema to the oppositional gaze—can enrich the study, teaching, and interpretation of Shakespeare on screen, pushing beyond traditional literary andadaptation frameworks.

34. Shakespeare and Philosophy

Kent Lehnhof (Chapman University)   

This seminar invites participants to explore the connections between Shakespeare and philosophy. Papers might lay out philosophical readings of early modern texts, trace the connections between Renaissance drama and philosophies from around the globe and across time, explore how Shakespeare utilizes philosophers (as sources, as interlocutors, as characters, etc.), and examine how philosophers have utilized Shakespeare (as inspiration, as adversary, as illustration, etc.).

35. Shakespeare in Our Age of Neoroyalism: Critiquing Monarchy in Early Modern Drama

Chris Fitter (Rutgers University at Camden)      
Nick Moschovakis (Bethesda, MD)  

We will convene scholars, teachers, and practitioners around issues of Shakespearean politics in our emerging neoroyalist age. As rulers forge supralegal alliances, peddle influence, flout constitutional constraints, censor discourse, and unleash paramilitaries, Shakespeare’s views of monarchy feel timelier than ever. How does he think anew with us about monarchy—and engage alternatives? How did critiques of royalty inform his age? Where may we find them in Shakespearean politics then and now? 

36. Shakespeare in situ

Laurie Johnson (University of Southern Queensland)   
Elizabeth E. Tavares (University of Alabama)      

More than three decades since discovery of the Globe and Rose foundations, the role of site-specific investigation in early modern theatre history remains underdeveloped. This seminar aims to facilitate conversation about how archaeological investigation of playhouse remains and on-site studies of extant playing spaces inform new studies of the early modern theatre, from rethinking the evolution of playhouses to reimagining the relationship between playhouse design, performance, and playwriting.     

37. Shakespeare’s B(aw/o)dy

Kirk Quinsland (Fordham University)  

Scholarship, editorial practices, performance, and pedagogy have all attempted to deal with the pervasive presence of bawdy/body humor in early modern drama. How do critical, theoretical, and editorial frameworks enable or disable analysis of this material? How do we recognize lost/dead jokes, and what’s the value of translating them, especially in the classroom? While many writers about Shakespeare’s bawdy represent this kind of humor as pleasurable, how do we handle jokes about distressing topics?

38. Shakespeare’s Narrative Poems

Hannah J. Crawforth (King’s College London)     
Elizabeth Scott-Baumann  (King’s College London)  

This proposed seminar seeks to consider the latest approaches to Shakespeare’s Narrative Poems—Venus and Adonis, The Rape of Lucrece and A Lover’s Complaint. We invite a broad range of scholarship on the poems, seeking to understand their place in Shakespeare studies today. We welcome papers on the narrative poems that consider their modern and early modern significance. We would also be particularly keen to hear about pedagogical or editorial approaches to the poems, and to engage with scholars, teachers, poets and practitioners whose own work involves these texts today.

39. Shakespeare’s Screens: Medium, Method, Meaning

Michael Ullyot (University of Calgary)    
W. B. Worthen (Barnard College / Columbia University)          

This seminar considers the interface between stages and screens in Shakespeare performance. How do film, television, and streaming remediate theatrical stages? How do live performances remediate the screen, whether through onstage projections, video feeds, or digital scenography? We invite papers analyzing how screens constitute rather than merely convey performance, including production histories, platform studies, audience reception, and phenomenological approaches to media.     

40. Shakespeare, Adaptation, Caste  

Mark Thornton Burnett (Queen’s University Belfast)    
Ashley N. P. (St Stephen’s College) 

Bringing Critical Caste Studies and Shakespeare Studies into dialogue, this seminar centres on adaptations that lend themselves to reading through a caste lens. Understanding caste as manifesting itself across India and world-wide, we reflect on emergent connections via discussion of a range of expressions—film, translation, fiction, pedagogy and performance—in diverse cultures and languages. The seminar also aims to ignite conversations between Critical Caste Studies and other disciplines.   

41. Shakespeare, Text, and Place

Claire M. L. Bourne (Pennsylvania State University)     

This session invites papers on any aspect of how “text” and “place” intersect across early modern textual cultures and in Shakespeare studies, including mise-en-page; annotations and marginalia; sites of textual production and print culture; circulation; provenance and collections; libraries and archives; theatres and sites of performance; catalogues and classification; the formal and informal sites of textual research; digital platforms and interfaces; access restrictions and research travel; and the global book trade.

42. Teaching and Performing Shakespeare in Our Perilous Times

Katherine Steele Brokaw (University of Texas at Austin)       
Chad Allen Thomas (University of Alabama in Huntsville) 

This seminar examines the potentially perilous work of teaching and performing Shakespeare in the contemporary moment, especially in politically polarized, ideologically constrained, or otherwise precarious environments. With pedagogy and performance at its heart, the seminar seeks to place teachers and practitioners into thoughtful dialogue with one another, asking how live, embodied, and relational practices sustain Shakespeare under pressure. This seminar aims to foster comparative, practice-based conversations about what it means to teach and perform Shakespeare now—and why that work continues to matter.

43. Teaching Shakespeare in Place

Chelsea McKelvey (Clemson University)      
Julianne Sandberg (Samford University)

How does place shape our teaching of Shakespeare and how students experience his work? How can we harness these places to enhance learning? How does Shakespeare’s work invite students to see their communities with fresh eyes? Approaches could consider environment, region, or geography, with attention to how these places reflect distinct histories, cultures, ethnicities, economies, communities, etc.  

44. Trans and Queer Formalisms 

Miranda Alksnis (University of Wisconsin, Madison)    

Early modern trans and queer formalism points away from a search for historical transness and queerness (through the exposure and labeling of trans and queer people) and towards literary-critical practices attending to transition, capaciousness, anti- or non-binary play (as well as other hallmarks of transgender and queer practice and scholarship then or now). This seminar invites reflections on the intersection of early modern literature and drama, formalist (or new formalist) analysis, and trans and queer studies.

45. The Uncanny and Early Modern English Drama

Gregory A. Foran (Nazareth University)    

In contemporary critical theory, the uncanny has transcended its Freudian context to become emblematic of modernity itself. This seminar invites papers that shed new light on typical instances of strange familiarity in early modern drama: ghosts, prophecies, living statues, madness, and others. But it equally welcomes historicist or presentist essays that invoke the uncanny metaphorically to explore textuality, identity, history, AI, and more in relation to Shakespeare and his contemporaries.

46. Undisciplining Literature and Science

Mary T. Crane (Boston College)     
Wendy Beth Hyman (Oberlin College)

This seminar invites us to redraw the disciplinary relationships between early modern literature and science. What do we learn if we think across conventional boundaries (e.g. science/magic, western/indigenous, experimental/artisanal, poetry/natural philosophy)? What are the epistemologies of the stage, bedroom, wilderness, ship, kitchen, laboratory? If we look at the interstices between conventional fields, what counts as (literary) knowledge in the early modern period? What counts as science?         

47. Women and the Materiality of Writing

Claire Hansen (Australian National University)  
Michelle O’Callaghan (University of Reading)
Rosalind L. Smith (Australian National University)    

This seminar focuses on early modern women’s writing as a material, embodied practice, with the aim of revealing new knowledge about early modern women’s literacy, education, creativity, agency, and labor. A range of methodologies are encouraged to examine how elite and non-elite women wrote, how they acquired technical skills, and the purposes to which they put scribal and other practices, providing new pathways to understanding their intellectual, creative and social worlds.

Workshops:

48. AI and Digital Mediations in Shakespeare Teaching: In-Person and Online Contexts

Jennifer Black (Boise State University)   
Ann C. Christensen (University of Houston)
Laura Turchi (Arizona State University)

This workshop examines how digital platforms and generative AI in and outside of our classrooms mediate students’ encounters with Shakespeare, from streamed performances and digital facsimiles to searchable editions and AI-generated analysis. We invite participation from instructors and scholars who are exploring how students’ use of technology tools within and outside the classroom influences their understanding of Shakespeare and their ability to engage with his works in productive ways.

49. Book Proposal Lab

Michelle M. Dowd (University of Alabama)    
Rebecca Totaro (Florida Gulf Coast University)  

In this workshop, participants will become familiar with the essential components of a scholarly book proposal by reviewing guidelines from key presses in the field. Using these standards as a roadmap, attendees will develop a draft of their own proposal and exchange feedback using the reader’s report format—the same criteria presses use to evaluate a book project’s merits. By the end of the workshop, participants will have produced a working draft and established a supportive peer network, leaving them better equipped to navigate the path to publication. 

50. Professional Trajectories: Unscripted

Nedda Mehdizadeh (University of California, Los Angeles)    

This workshop centers a core distinction: the difference between the professional scripts scholars inherit and reproduce within academic institutions and the underlying storyline of their own intellectual and creative practices. By disentangling script from storyline, participants will recontextualize their patterns of contribution, labor, and intellectual investments as portable assets, shifting from institutional expectations toward self-defined goals that shape their next professional stage.

51. Shakespeare, Leadership, and Civic Engagement 

Marinela Golemi (Northern Arizona University)   

This workshop invites participants to develop a range of pedagogical materials that employ Shakespeare to nurture leadership skills and civic engagement. What can Shakespeare teach us about leadership and civic justice? By doing this work in a collaborative space, we aim to show that leadership and civically oriented Shakespeare pedagogies serve both the individual and the community.

52. Technologies at Play in Shakespeare Studies

Katherine I. Knowles (University of Kansas)  
Emily Yates (Clemson University)    

This workshop will enable participants to present, share, and circulate research and pedagogical materials, models and techniques aimed at bringing technology into teaching Shakespeare. We view the term “technology” broadly, imagining the technologies of the theater, the body, the classroom, and the technologies involved in creating digital humanities projects. We invite a variety of scholars (including contingent, junior, and nontenure-track faculty) to share lesson plans, discussion questions, projects, techniques, and other experiences and resources.