Examines the interrelations of Shakespeare studies and disability studies, and demonstrates that Shakespeare can be read through disability theory in ways that need not rely on character-based analysis.
Examines the interrelations of Shakespeare studies and disability studies, and demonstrates that Shakespeare can be read through disability theory in ways that need not rely on character-based analysis.
Sonya Freeman Loftis is Director of English and Professor of English at Morehouse College, where she specializes in early modern drama, Shakespeare and appropriation, and disability studies. She is the author of Shakespeare's Surrogates (Palgrave Macmillan, 2013) and Imagining Autism (Indiana University Press, 2015), as well as the co-editor of Shakespeare's Hamlet in an Era of Textual Exhaustion (Routledge, 2017). Her work on drama and disability has appeared in journals and collections such as Shakespeare Survey, The Disability Studies Reader, Disability Studies Quarterly, and Shakespeare Bulletin. She currently serves on the editorial boards of Disability Studies Quarterly, Review of Disability Studies, and Ought: The Journal of Autistic Culture.
Inhaltsangabe
Introduction: Theory, Access, Inclusion 1: Cripping (and Re-Cripping) Richard: Was Richard III Disabled? 2: Making it Accessible: Building Access in Shakespearian Spaces 3: Play for All: Shakespeare Therapy and the Concept of Inclusion 4: Neurodiverse Shakespeares: Mental Disability in Still Dreaming Afterword: The Brilliant Red of Shakespeare Further Reading
Introduction: Theory, Access, Inclusion 1: Cripping (and Re-Cripping) Richard: Was Richard III Disabled? 2: Making it Accessible: Building Access in Shakespearian Spaces 3: Play for All: Shakespeare Therapy and the Concept of Inclusion 4: Neurodiverse Shakespeares: Mental Disability in Still Dreaming Afterword: The Brilliant Red of Shakespeare Further Reading
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