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dc.contributor.authorMiles, Laura Saetveit
dc.PublishedEarly Modern Culture Online 2015, 6:41-47eng
dc.description.abstractThis commentary feature considers the advantages of using textual criticism to teach Shakespeare and using Shakespeare to teach textual criticism, at both the undergraduate and graduate level. First I discuss how to do this in practical terms, by suggesting some specific, concrete activities that bring an editorial approach into the classroom: interactive ‘editorial exercises’ that involve micro to macro textual problems. Then I discuss what is to be gained by teaching textual criticism through Shakespeare. Students can be profoundly transformed into critical thinkers and critical readers in four ways: 1) Healthy skepticism: i.e. undermining trust in editions, editors—and authority; 2) Healthy optimism: i.e. building a feeling of critical community; 3) Defamiliarizing the text and unsettling reading practices; 4) Combining a relish for puzzles, clues, data, detective work with the love of reading. In general this piece aims to be both a practical and philosophical consideration of the intersection of editing, Shakespeare, and teaching.en_US
dc.publisherEarly Modern Research Group and The Bergen Shakespeare and Drama Networkeng
dc.rightsThis work is licensed under a Creative Commons Attribution 3.0 License.eng
dc.titlePlaying Editor: Inviting Students Behind the Texteng
dc.typePeer reviewed
dc.typeJournal article
dc.subject.nsiVDP::Humaniora: 000::Litteraturvitenskapelige fag: 040::Engelsk litteratur: 043

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