Legalizing Repression: “Muslim Registries” and English Recusants
On my last day at the Early Modern Theatre and Conversion symposium — blissfully unaware that nazis were meeting just down the Washington Mall — I spent part of my lunch break with the Folger’s rare books and manuscript collections. I didn’t have long to submit my request the afternoon before, so I did a
![A row of stage crew and actors in eighteenth-century-style costumes stands on a stage; an actor stands in front of them reading from a small piece of paper; the shadowed heads of audience members are visible in the foreground.]](https://i0.wp.com/broadlytextual.com/wp-content/uploads/2017/01/mike-pence-hamilton.jpg?resize=790%2C550&ssl=1)
Persuasive Performance: Theater and Conversion
“We, sir, we are the diverse America who are alarmed and anxious that your new administration will not protect us, our planet, our children, our parents, or defend us and uphold our inalienable rights, sir. But we truly hope this show has inspired you to uphold our American values and work on behalf of all
Un/natural Citizens: Naturalization and Conversion
“No Person except a natural born Citizen, or a Citizen of the United States, at the time of the Adoption of this Constitution, shall be eligible to the Office of President …” (US Constitution) “Naturalization is the process by which U.S. citizenship is granted to a foreign citizen or national after he or she fulfills
Empathy and the Danger(s) Disengagement
For the past couple of years, I’ve been keeping a list. Admittedly, it’s not an original concept, being a mental exercise adapted from one of many optimistic Pinterest boards encouraging meditative mindfulness and gratitude in the upcoming New Year. Instead of coming up with a soon-to-be neglected resolution, this effort at self-improvement
Empathy and Education: Fight or Flight
“A good teacher will lead the horse to water; an excellent teacher will make the horse thirsty first.” – Mario Cortes Inside the academic classroom, we instructors face a number of pedagogical challenges, ranging from constant apprehension regarding proper time management, to confusion over how to best incorporate new media technologies in diverse lesson plans.
Empathy and Education: The Double Burden (Part II)
In the numerous fields comprising that artistic and cultural field we call “the humanities,” we who self-identify as scholars must constantly be on the defense regarding our own choice of profession. An increasingly corporatized world sees banks encouraging ballerinas and actors to become engineers and botanists instead, and federal agencies such as the CBO actively
Empathy and Education: The Double Burden (Part 1)
A couple of weeks ago, toward the end of our class’s unit on “Thrills, Sensations, and the Ethics of Nonfiction,” I assigned my students the University of Chicago’s Welcome Letter to the Class of 2020 alongside Sara Ahmed’s thought-provoking “Against Students” (June 2015). The former, a document separately decried or praised as patronizing and oppressive
“Report Me and My Cause Aright:” Hamlet and the Political Power of Dramatic Narrative
During the final scene of Hamlet, the titular prince makes use of his dying breaths to command two things of Horatio. First, he commands Horatio to affirm that Fortinbras “has his dying voice” (5.2.393) thus giving him legitimacy to take the throne of Denmark. Second, he orders Horatio to tell Fortinbras the story of Hamlet’s
“Bring in The Crows to Peck the Eagles:” Rewriting the Politics of “Coriolanus”
Compared to a number of Shakespeare’s other tragedies, Coriolanus does not frequently enter into the popular consciousness. While T.S. Eliot may have called it Shakespeare’s “[m]ost assured artistic success,” the play has not historically been viewed as one of Shakespeare’s great tragedies. Despite this, the play has long been the subject of critical scrutiny over
“In Troy There Lies the Scene”: Teaching Students to Think about Shakespeare
While teaching Troilus and Cressida this semester, one of the assignments that my students were tasked with was to write an essay on the ways in which the play made visible or commented upon an issue that was facing 16th century England. Students were given a brief lesson on the political and social troubles of