Shakespeare and discourses of relevance: Education, Policy, Text, and Performance

莎士比亚和相关话语：教育、政策、文本和表演

• 批准号: 2444191
• 金额: --
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2444191
• 关键词: Shakespeare; discourses; relevance; Education; Policy

Shakespeare's relevance is an ongoing concern for educators, historians and theatre companies, but what does 'relevance' mean in relation to Shakespeare, now and historically? This thesis offers the first thorough theorisation of how relevance is utilised and understood in relation to Shakespeare. The first part of this project is a transhistorical analysis of relevance across several Shakespearean institutions. Building on work on cultural value by Ryan (2015), McLuskie and Rumbold (2014), and Hartley (2013), this thesis will determine the underpinning ideologies governing the relationship between Shakespeare and relevance and how this has shaped production and reception since the eighteenth century. I first consider Shakespeare's reception history across critical editions and performances, before moving to the language of government policy, funding bodies and educational institutions. My methodology utilises contextualised close reading, deploying tools derived from Critical Discourse Analysis designed for understanding ideologically motivated agendas across multiple genres and forms of discourse.The second part of the thesis builds on the conclusions of part one, producing original performance analysis of several theatrical, literary and filmic productions of Shakespeare produced during the period of the thesis, and the discourse surrounding them. I offer a new framework for understanding 'relevantShakespeare' to show how this poorly theorised term is used and can be better understood, developing methodologies to respond to growing demands for 'relevant Shakespeare' clearly and comprehensively. This project builds upon my studies at Nottingham, where I achieved a first-class BA and an MA with distinction and was awarded the Year 2 prize for highest overall average. My undergraduate dissertation adapted sociolinguistic methods to discuss gender across adaptations of Much Ado About Nothing and inspired my MA dissertation, which applied linguistic identity theory to explore adaptations of The Taming of the Shrew as abuse narratives. This research developed my interest in relevance as a theoretical concept, and I have already disseminated elements of it at the Shakespeare Institute's Britgrad conference. Throughout my degrees I developed the linguistic and performance analysis skills and textual history expertise this project demands, with a highlight being a mark of 80 for a long MA essay exploring representations of kingship in Marlowe's Edward II across text, stage and screen. I achieved marks above 70 in all linguistics modules and excelled in independent research projects on manuscript, print and digital culture, including creating a manuscript description of a seventeenth-century commonplace bookand a digital edition of Older Scots poetry.

莎士比亚的相关性一直是教育工作者、历史学家和戏剧公司关注的问题，但“相关性”在现在和历史上与莎士比亚的关系中意味着什么？这篇论文提供了第一个彻底的理论化的相关性是如何利用和理解莎士比亚。本项目的第一部分是对几个西方机构的相关性进行跨历史分析。基于Ryan（2015）、McLuskie and Rumbold（2014）和Hartley（2013）关于文化价值的研究，本文将确定支配莎士比亚与相关性之间关系的基础意识形态，以及自18世纪以来，这一意识形态如何塑造了莎士比亚作品的生产和接受。我首先考虑莎士比亚的接受历史在关键版本和表演，然后转移到政府政策，资助机构和教育机构的语言。我的方法利用语境化的近距离阅读，部署工具，从批评话语分析，旨在了解意识形态动机的议程，跨多种体裁和形式的discourse.Second部分的论文建立在第一部分的结论，产生的几个戏剧，文学和电影作品的莎士比亚在论文期间产生的原始性能分析，以及围绕他们的话语。我提供了一个新的框架来理解“relevantShakespeare”，以展示这个理论性很差的术语是如何使用的，可以更好地理解，开发方法，以应对日益增长的需求“相关莎士比亚”清楚和全面。这个项目建立在我在诺丁汉的学习基础上，在那里我获得了一流的学士学位和硕士学位，并获得了2年级最高平均成绩奖。我的本科毕业论文采用社会语言学方法来讨论性别在改编的无事生非，并启发了我的硕士论文，应用语言身份理论来探索改编的驯悍记作为虐待叙事。这项研究发展了我对相关性作为一个理论概念的兴趣，我已经在莎士比亚研究所的布里格拉德会议上传播了它的元素。在我的学位，我开发了语言和性能分析技能和文本历史的专业知识，这个项目的要求，与一个亮点是80马克的长期MA论文探索在马洛的爱德华二世跨越文本，舞台和屏幕王权的表示。我在所有语言学模块中取得了70分以上的成绩，并在手稿，印刷和数字文化的独立研究项目中表现出色，包括创建一本17世纪普通书籍的手稿描述和旧苏格兰诗歌的数字版。