Cultivating expertise: Glossing Shakespeare and race

Abstract

Tracing connections between research methodologies and classroom practices in the study of Shakespeare and race, this essay argues for the importance of offering students’ opportunities to build and demonstrate expertise. The essay discusses the use of a glossary exercise in classes on race and early modern literature, and the learning objectives for such courses. Finally, the essay offers a critique of such courses as commonly structured and suggestions for new directions in teaching race in literature from this period.