Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-04T19:22:43.772Z Has data issue: false hasContentIssue false

Chapter 2 - Shakespeare and Citizenship in France

from Part I - Reimagining Shakespeare with/in Schools

Published online by Cambridge University Press:  02 February 2023

Liam E. Semler
Affiliation:
University of Sydney
Claire Hansen
Affiliation:
Australian National University, Canberra
Jacqueline Manuel
Affiliation:
University of Sydney
Get access

Summary

In 2016, France celebrated Shakespeare in the aftermath of devastating terrorist attacks which questioned the very notion of citizenship. In this context, the Institute for research on the Renaissance, the Neo-Classical Era and the Enlightenment (IRCL), together with the Printemps des comédiens, the second biggest theatre festival in France in terms of attendance and international visibility, launched an innovative and experimental educational project on Shakespeare and citizenship, involving five secondary schools with different social profiles in Montpellier. Throughout the year, six classes of students aged 14 to 15 worked on a Shakespeare play with their English, French and Civic Education teachers, researchers from the IRCL, actors and the staff of the festival, to put on their own school festival. Its preparation is as important as the result, since it allows the partners to address the three main values attached to the notion of citizenship: civility, civic rights and duties, and solidarity.

To meet these objectives, the IRCL, the festival and the schools progressively opened the collaborative project to other partners, and now have to find common ground between scientific, artistic, educational and socio-political logics. Shakespeare is the nexus between the various institutions working together on a project that reaches far beyond its initial educational purpose to confront and question methods, practices and policies, suggesting new, cross-bordering paths to explore collaboratively – all this in the jovial atmosphere of the Montpellier festival.

Type
Chapter
Information
Reimagining Shakespeare Education
Teaching and Learning through Collaboration
, pp. 41 - 53
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bourassa, Michelle, Bélair, Louise, and Chevalier, Jacques, 2007. ‘Liminaire. Les Outils de la recherche participative’, in Bourassa, Michelle, Bélair, Louise, and Chevalier, Jacques (eds.), Éducation et francophonie, XXXV: 2, 111.CrossRefGoogle Scholar
Bourdieu, Pierre and Passeron, Jean-Claude, 1977. Reproduction: In Education, Society and Culture (London: Sage).Google Scholar
Debray, Régis, 1996. ‘Pourquoi le spectacle’, Cahiers de médiologie, 1, 513.Google Scholar
Jacquot, Jean, 1964. Shakespeare en France. Mises en scène d’hier et d’aujourd’hui (Paris: Le Temps).Google Scholar
Kennedy, Dennis, 2009. The Spectator and the Spectacle. Audiences in Modernity and Postmodernity (Cambridge: Cambridge University Press).Google Scholar
Ladjali, Cécile, 2007. Mauvaise Langue (Paris: Le Seuil).Google Scholar
March, Florence, 2012. Shakespeare au Festival d’Avignon (Montpellier: L’Entretemps).Google Scholar
Mondzain, Marie-José, 2007. Homo Spectator (Paris: Bayard).Google Scholar
Mullaney, Steven, 1988. The Place of the Stage: License, Play and Power in Renaissance England (Chicago: University of Chicago Press).Google Scholar
Olivier de Sardan, Jean-Pierre, 1996. ‘Amalgamating System Analysis, Participative Research and Action Research and Some Problems Concerning These Terms’, in Sébillote, Michel (ed.), Systems-Oriented Research in Agriculture and Rural Development (Montpellier: CIRAD-SAR), 117–27.Google Scholar
Sarrazac, Jean-Pierre, 1996. ‘Le spectateur, c’est celui qui comprend’, Du théâtre, 5, 1723.Google Scholar
Shakespeare, William, 2008. Twelfth Night or What You Will, ed. Elam, Keir (London: Arden Shakespeare).Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×