Shakespeare Association of America
 

Antiracist Resources

The SAA Diversity Committee curates this list of antiracism resources. It includes resources for developing antiracist syllabi and classes, and lists materials that are especially accessible to undergraduate students. To submit new resources for consideration, please email shakespeare@olemiss.edu.

  • Adams, Brandi K. “The King, and not I: Refusing neutrality.” The Sundial. June 9, 2020.

  • Akhimie, Patricia. “Cultivating Expertise: Glossing Shakespeare and Race” (forthcoming)

  • Cahill, Patricia and Kim F. Hall, eds. “Shakespeare and Black America.” Journal of American Studies 54.1 (2020).

  • Corredera, Vanessa. “Get Out and the Remediation of Othello’s Sunken Place: Beholding White Supremacy’s Coagula.” Borrowers and Lenders: The Journal of Shakespeare an Appropriation 13.1 (2020).

  • Corredera, Vanessa. “‘Not a Moor Exactly’: Shakespeare, Serial, and Modern Constructions of Race. Shakespeare Quarterly 67.1 (2016): 30–50.

  • De Barros, Eric L. “Teacher Trouble: Performing Race in the Majority-White Shakespeare Classroom.” Journal of American Studies 54.1 (2020): 74-81.
  • Eklund, Hillary and Wendy Beth Hyman, eds. Teaching Social Justice Through Shakespeare. Edinburgh: Edinburgh University Press, 2019.
  • Espinosa, Ruben. “‘Don’t it Make My Brown Eyes Blue’: Uneasy Assimilation and the Shakespeare-Latinx Divide.” In The Routledge Handbook of Shakespeare and Global Appropriation, ed. Christy Desmet, Sujata Iyengar, and Miriam Jacobson, 48-58. New York: Routledge, 2019. 

  • Espinosa, Ruben. “Chicano Shakespeare: The Bard, the Border, and the Peripheries of Performance.” In Teaching Social Justice Through Shakespeare, ed. Hillary Eklund and Wendy Beth Hyman, 76-84. Edinburgh: Edinburgh University Press, 2019.  

  • Espinosa, Ruben. “Beyond The Tempest: Language, Legitimacy, and La Frontera.” In The Shakespeare User: Creative and Critical Appropriation in the Twenty-First Century, ed. Valerie Fazel and Louise Geddes, 41-61. New York: Palgrave, 2017. 

  • Espinosa, Ruben. “Shakespeare and Your Mountainish Inhumanity.” The Sundial. August 20, 2019.
  • Espinosa, Ruben. “Stranger Shakespeare.” Shakespeare Quarterly. 67.1 (2016): 51-67.   

  • Gillen, Katherine and Lisa Jennings. “Decolonizing Shakespeare?: Toward an Antiracist, Culturally Sustaining Practice.” The Sundial. November 26, 2019.
  • Gonsalez, Marcos. “Caliban Never Belonged to Shakespeare.” Literary Hub. July 26, 2019.
  • Hall, Kim F.  “Uses for a Dead White Male: Shakespeare, Feminism, and Diversity.” New Theatre Quarterly 11.41 (1995): 55-61.

  • Loomba, Ania. “Teaching Shakespeare and Race in the New Empire.” In Teaching Shakespeare: Passing It On, ed. G.B. Shand, 160-80. Oxford: Wiley Blackwell, 2009.

  • Smith, Ian. “We are Othello: Speaking of Race in Early Modern Studies.” Shakespeare Quarterly 67.1 (2016): 104-24.

  • Thompson, Ayanna. “Archives: Classroom-Inspired Performance Videos on Youtube.” In Passing Strange: Shakespeare, Race, and Contemporary America, 145-68. Oxford: Oxford University Press, 2011.

  • Thompson, Ayanna, ed. The Cambridge Companion to Shakespeare and Race (forthcoming)

  • Thompson, Ayanna and Laura Turchi. Teaching Shakespeare with Purpose: A Student-Centered Approach. London: The Arden Shakespeare 2016.

  • Asai, David J. “Race Matters.” Cell 181 (May 2020): 754-7.

  • Brookfield, Stephen D., ed. Teaching Race: How to Help Students Unmask and Challenge Racism. New York: Wiley-Blackwell, 2019.

  • Condon, Frankie, and Vershawn Ashanti Young, eds. Performing Antiracist Pedagogy in Rhetoric, Writing, and Communication. Boulder: University Press of Colorado, 2016.

  • Freire, Paulo. Pedagogy of the Oppressed. New York: Herder and Herder, 1970.

  • Harbin, M. Brielle, Amie Thurber, and Joe Bandy. “Teaching Race, Racism, and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors.Race and Pedagogy Journal 4.1 (2019): 1-27.

  • hooks, bell. Teaching to Transgress Education as the Practice of Freedom. New York: Routledge, 1994.

  • Howard, Jay. “How to Hold a Better Class Discussion.” Chronicle of Higher Education (May 23, 2019).

  • Kernahan, Cyndi. Teaching About Race and Racism in the College Classroom: Notes From a White Professor. Morgantown: West Virginia University Press, 2019.

  • Kishimoto, Kyoko. “Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom.” Race Ethnicity and Education 21.4 (2018): 540-554.

  • McMurtrie, Beth. “‘We Can’t Ignore This Issue’: How to Talk with Students about Racism.” Chronicle of Higher Education, June 18, 2020.

  • Paris, Django, and H. Samy Alim, eds. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York: Teacher’s College Press, 2017.

  • Phillips, Jennifer Akamine, Nate Risdon, Matthew Lamsma, Angelica Hambrick, and Alexander Jun. “Barriers and Strategies by White Faculty Who Incorporate Anti-Racist Pedagogy.” Race and Pedagogy Journal 3.2 (2019): 1-27.

  • Sathy, Viji, and Kelly A. Hogan. “Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive.” Chronicle of Higher Education, July 22, 2019.

  • Tobin, Thomas J., and Kirsten T. Behling. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Morgantown: West Virginia University Press, 2018.

  • Ahmed, Sara. On Being Included: Racism and Diversity in Institutional Life. Durham, NC: Duke University Press, 2012.
  • Crenshaw, Kimberlé Williams, ed. Seeing Race Again: Countering Colorblindness across the Disciplines. Berkeley: University of California Press, 2019.
  • Diem, Sarah and Anjalé D. Welton. Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education. New York: Routledge, 2020.
  • Gonzalez, Carmen G. “Women of Color in Academia: Challenging the Presumption of Incompetence.” (public lecture) 2015. 
  • Gonzalez, Carmen G., Gabriella Gutiérrez y Muhs, and Yolanda Flores Niemann, eds. Presumed incompetent II race, class, power, and resistance of women in academia. Boulder: University Press of Colorado, 2020.
  • Gutiérrez y Muhs, Gabriella, Yolanda Flores Niemann, Carmen G. Gonzalez, and Angela P. Harris, eds. Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Boulder: University Press of Colorado, 2012.
  • Matthew, Patricia A. Written/Unwritten: Diversity and the Hidden Truths of Tenure. Chapel Hill: University of North Carolina Press, 2016.
  • Melaku, Tsedale M., and Angie Beeman. Academia Isn’t a Safe Haven for Conversations About Race and Racism.” Harvard Business Review (June 25, 2020).
  • Stockdill, Brett C., and Mary Yu Danico. Transforming the Ivory Tower: Challenging Racism, Sexism, and Homophobia in the Academy.  Honolulu: University of Hawaiʻi Press in association with UCLA Asian American Studies Center, 2012.
  • Wilder, Craig Steven. Ebony & Ivy: Race, Slavery, and the Troubled History of America’s Universities. New York: Bloomsbury Press, 2013.
 
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