Locating Shakespearean Familial Curriculum in Secondary Contexts

Locating Shakespearean Familial Curriculum in Secondary Contexts

Mary Rice (University of Kansas, USA)
DOI: 10.4018/978-1-4666-5059-6.ch011
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Abstract

This chapter is based on a formal study1 of one community’s familial curriculum (Huber, Murphy, & Clandinin, 2011) in the context of Shakespeare. The families that participated in this narrative inquiry (Clandinin & Connelly, 2000) discussed how Shakespeare’s work influenced their family life. The findings from this study are used to discuss what is considered by some to be a dichotomy of curriculum in school and home. The author also uses this study to explore notions of nationalized or common curriculum.
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Background

This chapter about the familial curriculum and Shakespearean understandings requires a review of theoretical perspectives in two categories. The first is curriculum. That is what I will attend to immediately. The second is teaching the work of Shakespeare, which I will outline afterward.

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