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Teaching Tragedy : = Two Classrooms Locating Impairment in Hamlet and King Lear.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teaching Tragedy :/
Reminder of title:	Two Classrooms Locating Impairment in Hamlet and King Lear.
Author:	Preston, Daniel.
Description:	1 online resource (315 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Literature. -
Online resource:	click for full text (PQDT)
ISBN:	9798380336727

Teaching Tragedy : = Two Classrooms Locating Impairment in Hamlet and King Lear.
Preston, Daniel.

Teaching Tragedy :Two Classrooms Locating Impairment in Hamlet and King Lear. - 1 online resource (315 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--Syracuse University, 2023.

Includes bibliographical references

In this qualitative study of university classroom practices, the author used textual analysis to highlight possible connections between Disability Studies and the teaching of two of William Shakespeare's plays. The data for the study was gathered from teacher-scholar narratives regarding classroom practices and careful analyses of two university instructors who had recorded their classroom sessions focused on Hamlet and King Lear. Findings from the study included identifying textual spaces where impairment was relevant, but not noted, highlighting disability-related language in classroom talk, and examining various pedagogical approaches toward the plays that would facilitate a more Disability Studies informed pedagogical approach.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380336727Subjects--Topical Terms:

557269
Literature.
Subjects--Index Terms:

Disability-related languageIndex Terms--Genre/Form:

554714
Electronic books.

Teaching Tragedy : = Two Classrooms Locating Impairment in Hamlet and King Lear.
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520 $a In this qualitative study of university classroom practices, the author used textual analysis to highlight possible connections between Disability Studies and the teaching of two of William Shakespeare's plays. The data for the study was gathered from teacher-scholar narratives regarding classroom practices and careful analyses of two university instructors who had recorded their classroom sessions focused on Hamlet and King Lear. Findings from the study included identifying textual spaces where impairment was relevant, but not noted, highlighting disability-related language in classroom talk, and examining various pedagogical approaches toward the plays that would facilitate a more Disability Studies informed pedagogical approach.
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