This study explores the relationship between performances of Shakespeare’s plays and the ways in which they engage with traumatic events and histories. It investigates the ethical and political implications of attempts to represent trauma in performance, and interrogates a range of narratives about Shakespeare, gender, sexuality, ethnicity, colonization and violence.

Employing psychoanalysis, trauma theory, and materialist perspectives, this book examines Shakespeare's appropriations of Ovid's poetry in his Roman poems and plays. It argues that Shakespeare uses Ovid to explore violence, trauma, and virtus - the traumatic effects of aggression, sadomasochism, and the shifting notions of selfhood and masculinity.

The Anatomy of Insults in Shakespeare's World explores Shakespeare's complex art of insults and shows how the playwright set abusive words at the heart of many of his plays. It provides valuable insights on a key aspect of Shakespeare's work that has been little explored to date. Focusing on the most memorable scenes of insult, abusive characters and insulting effects in the plays, the volume shifts how readers understand and read Shakespeare's insults. Chapters analyze the spectacular rhetoric of insult in Henry IV, Troilus and Cressida and Timon of Athens; the 'skirmishes of wit' in Much Ado about Nothing and A Midsummer Night's Dream; insult and duelling codes in Romeo and Juliet, As You Like It and Twelfth Night, the complex relationships between slander and insult in Much Ado about Nothing and Measure for Measure; the taming of the tongue in Richard III and The Taming of the Shrew, the trauma of insults in Othello, The Merchant of Venice and Cymbeline and insult beyond words in Henry V and King lear. Grasping insult as a specific speech act, the volume explores the issues of verbal violence and verbal shields and the importance of reception and interpretation in matters of insult. It offers a panorama of the Elizabethan politics of insult and redefines Shakespeare's drama as a theatre of insults.

This is the first collection to systematically combine the study of memory and affect in early modern culture. Essays by leading and emergent scholars in the field of Shakespeare studies offer an innovative research agenda, inviting new, exploratory approaches to Shakespeare's work that embrace interdisciplinary cross-fertilization. Drawing on the contexts of Renaissance literature across genres and on various discourses including rhetoric, medicine, religion, morality, historiography, colonialism, and politics, the chapters bring together a broad range of texts, concerns, and methodologies central to the study of early modern culture. Stimulating for postgraduate students, lecturers, and researchers with an interest in the broader fields of memory studies and the history of the emotions – two vibrant and growing areas of research – it will also prove invaluable to teachers of Shakespeare, dramaturges, and directors of stage productions, provoking discussions of how convergences of memory and affect influence stagecraft, dramaturgy, rhetoric, and poetic language.

This call to action for educators examines how childhood trauma impacts cognitive, emotional and social development, and offers perspectives and strategies for fostering trauma-sensitive school cultures. Strong evidence indicates the central problems that underlie many behavioral and emotional obstacles to learning are rarely identified by educators. When these issues are properly understood and addressed, teachers, administrators and parents can more effectively serve students' emotional and social needs, resulting in dramatic improvement in academic outcomes, attendance, teacher retention and parental involvement.

Shakespeare’s Returning Warriors – and Ours takes its primary inspiration from the contemporary U.S. Post-Traumatic Stress Disorder (PTSD) crisis in soldiers transitioning from battlefields back into society. It begins by examining how ancient societies sought to ease the return of soldiers in order to minimize PTSD, though the term did not become widely used until the early 1980s. It then considers a dozen or so Shakespearean plays that depict such transitions at the start, focusing on the tragic protagonists and antagonists in paradigmatic "returning warrior" plays, including Titus Andronicus, Julius Caesar, Othello, Macbeth, Antony and Cleopatra, and Coriolanus, and exploring the psychological and emotional ill-fits that prevent warrriors from returning to the status quo ante after battlefield triumphs, or even surviving the psychic demons and moral disequilibrium they unleash on their domestic settings and themselves. It also analyzes the history plays, several comedies, and Hamlet as plays that partly conform to and also significantly deviate from the basic paradigm. The final chapter discusses recent attempts to effect successful transitions, often using Shakespeare’s plays as therapy, and depictions of attempts to wage warfare without inducing PTSD. Through the investigation of the tragedies and model returning warrior experiences, Shakespeare’s Returning Warriors – and Ours highlights a central and understudied feature of Shakespeare’s plays and what they can teach us about PTSD today when it is a widespread phenomenon in American society.

This edited collection explores what trauma—seen through an analytical lens—can reveal about the early modern period and, conversely, what conceptualizations of psychological trauma from the period can tell us about trauma theory itself.

How can theatre and Shakespearean performance be used with different communities to assist personal growth and development, while advancing social justice goals? Employing an integrative approach that draws from science, actor training, therapeutical practices and current research on the senses, this study reveals the work being done by drama practitioners with a range of specialized populations, such as incarcerated people, neurodiverse individuals, those with physical or emotional disabilities, veterans, people experiencing homelessness and many others. With insights drawn from visits to numerous international programs, it argues that these endeavors succeed when they engage multiple human senses and incorporate kinesthetic learning, thereby tapping into the diverse benefits associated with artistic, movement and mindfulness practices. Neither theatre nor Shakespeare is universally beneficial, but the syncretic practices described in this book offer tools for physical, emotional and collaborative undertakings that assist personal growth and development, while advancing social justice goals. Among the practitioners and companies whose work is examined here are programs from the Shakespeare in Prison Network, the International Opera Theater, Blue Apple Theatre, Flute Theatre, DeCruit and Feast of Crispian programs for veterans, Extant Theatre and prison programs in Kolkata and Mysore, India.

The collective trauma of the COVID-19 pandemic. Digital shaming. Violence against women. Sexual bullying. Racial slurs and injustice. These are just some of the problems faced by today's young adults. Liberating Shakespeare explores how adaptations of Shakespeare's plays can be used to empower young audiences by addressing issues of oppression, trauma and resistance. Showcasing a wide variety of approaches to understanding, adapting and teaching Shakespeare, this collection examines the significant number of Shakespeare adaptations targeting adolescent audiences in the past 25 years. It examines a wide variety of creative works made for and by young people that harness the power of Shakespeare to address some of the most pressing questions in contemporary culture – exploring themes of violence, race relations and intersectionality. The contributors to this volume consider whether the representations of characters and situations in YA Shakespeare can function as empowering models for students and how these works might be employed within educational settings. This collection argues that YA Shakespeare represents the diverse concerns of today's youth and should be taken seriously as art that speaks to the complexities of a broken world, offering moments of hope for an uncertain future.

A distinguishing feature of Shakespeare’s later histories is the prominent role he assigns to the need to forget. This book explore the ways in which Shakespeare expanded the role of forgetting in histories from King John to Henry V, as England contended with what were perceived to be traumatic breaks in its history and in the fashioning of a sense of nationhood. For plays ostensibly designed to recover the past and make it available to the present, they devote remarkable attention to the ways in which states and individuals alike passively neglect or actively suppress the past and rewrite history. Two broad and related historical developments caused remembering and forgetting to occupy increasingly prominent and equivocal positions in Shakespeare’s history plays: an emergent nationalism and the Protestant Reformation. A growth in England’s sense of national identity, constructed largely in opposition to international Catholicism, caused historical memory to appear a threat as well as a support to the sense of unity. The Reformation caused many Elizabethans to experience a rupture between their present and their Catholic past, a condition that is reflected repeatedly in the history plays, where the desire to forget becomes implicated with traumatic loss. Both of these historical shifts resulted in considerable fluidity and uncertainty in the values attached to historical memory and forgetting. Shakespeare’s histories, in short, become increasingly equivocal about the value of their own acts of recovery and recollection.