ABSTRACT
This bookconcludes with a concise approach to teaching Shakespeare with Girls’ Studies. Shakespeare pedagogy should account for the fact that the history of Shakespeare in adaptation is itself a genealogy of girlhood. At the same time, contemporary adaptation represents new ways of understanding girls and girlhoods within a diverse array of gender and sexual identities. By using Girls’ Studies as a pedagogical frame, we may open up new opportunities for intersectional analysis of Shakespeare’s plays, afterlives, andsources in the classroom.
