Evans, Maria J. (2017) The lived experience of teaching Shakespeare. PhD thesis, University of Warwick.

Preview

PDF WRAP_Theses_Evans_2017.pdf - Submitted Version - Requires a PDF viewer. Download (11Mb) | Preview

Request Changes to record.

Abstract

This thesis explores the lived experience of teaching Shakespeare within English in England’s secondary schools. Using hermeneutic phenomenology as methodology it examines teaching practices in the Shakespeare classroom in terms of influences and variations. Both literature and data suggest three core categories of influence are at play: socio-political, professional and personal contexts. Throughout this research I argue that it is only through analysing all three, and the complex interrelationships between them, that we can begin to understand practice and variations in that practice. Through between one and three semi-structured interviews with nine English teachers, followed by thematic data analysis, I attempted to identify influences that were significant, whether shared or different. Furthermore, I considered both presence and absence of experience, since this emerged within the data as a key consideration. I ultimately concluded that whilst socio-political contexts, through curriculum and assessment, undoubtedly impact on the experience of Shakespeare, they do not of themselves explain the variations in practice reported within the literature and my data. The teaching of Shakespeare is deeply influenced by three further characteristics. Firstly, local cultures appear to have a significant impact on Shakespeare, both in terms of cultural attitudes towards education, and the nature of school cultures and leadership. Secondly, the importance of experiences of high quality training may come as no surprise; however, what is noteworthy is the extent to which absence has such a detrimental effect on experiences of teaching Shakespeare, as illustrated within the data. Finally, and perhaps most noteworthy, highly individualised, frequently random, often (inevitably) subjective personal identities, philosophies and life histories significantly influence how English teachers experience the teaching of Shakespeare. Collectively, the presence or absence of supportive cultures, training and personal experiences and preferences, appear to account for most variations in practice, prompting important considerations for individual teachers, school leaders, training providers and policy makers.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	P Language and Literature > PR English literature
Library of Congress Subject Headings (LCSH):	Shakespeare, William, 1564-1616 -- Study and teaching (Secondary), Drama -- Study and teaching (Secondary), English teachers -- Great Britain, Phenomenology, Hermeneutics
Official Date:	May 2017
Dates:	Date Event May 2017 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Winston, Joe, 1953-
Sponsors:	Economic and Social Research Council (Great Britain) ; Royal Shakespeare Company
Format of File:	pdf
Extent:	335 leaves : illustrations
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads