‘From passive object to active subject’: A critical investigation into how use of feminist criticism empowers students in their study of Shakespeare’s Othello
Bethan Davies
(PGCE Secondary English, 2019-2020)
Email: bd352@cantab.ac.uk
Abstract
This study explores the potential of literary criticism in a post-16 setting, specifically, the value of incorporating feminist criticism into the study of Shakespeare’s Othello for a class of Year 12 students. It investigates students’ impressions (and misconceptions) of feminist criticism, and which specific classroom experiences may facilitate students’ critical engagement with, as opposed to imitation of, feminist critics. While current A Level syllabuses do not require students to refer to critics to achieve exemplary grades in examinations, this research highlights the value of introducing literary criticism in the post-16 classroom. I suggest that it facilitates the development of students’ own critical voice, empowering them as embryonic literary critics.
Copyright: © 2021. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)
The full paper is available for download as a pdf file: 147-174daviesb
Citation: Davies, B. (2021) '‘From passive object to active subject’: A critical investigation into how use of feminist criticism empowers students in their study of Shakespeare’s Othello' Journal of Trainee Teacher Educational Research, Volume 12 pp.147-174 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])