Abstract

Adopting a critical approach to identification in literature pedagogy, this article examines the dynamics of identification in the text, critical history, performance history, and teaching of Othello. The author theorizes a pedagogical approach that interrogates the play's systems of identification while foregrounding ethical responsibility.

Journal
Pedagogy
Published
2011-01-01
DOI
10.1215/15314200-2010-021
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Cited by in this index (1)

  1. Pedagogy

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