• The #OthelloSyllabus: Twitter as Play

    Author(s):
    Sienna Ballou, Elizabeth E. Tavares (see profile)
    Date:
    2020
    Group(s):
    CLCS Renaissance and Early Modern, Hybrid Pedagogy, Teaching Remotely
    Subject(s):
    Shakespeare and early modern drama, Shakespeare, Shakespeare and social media, Pedagogy
    Item Type:
    Article
    Tag(s):
    Othello, Twitter
    Permanent URL:
    http://dx.doi.org/10.17613/a9qz-e498
    Abstract:
    Two guerrilla movements have disrupted Digital Humanities pedagogy in the past decade: the event syllabus, and the appropriation of Twitter as a composition genre. The event syllabus typically presents as a web-based archive of articles that help the public both instruct themselves about racialized violence and provides resources to teach a kind of cultural competency in the classroom from a specific case. Typically these begin with a call for public education through Twitter with hashtags such as #FergusonSyllabus, #OrlandoSyllabus or #PulseSyllabus, and #CharlestonSyllabus, the latter of which is now an edited collection from the University of Georgia Press. In our course, “#OthelloSyllabus: Cyprus, Ferguson, Forest Grove,” freshmen employed the rhetoric of hashtag activism to engage with critical race theory across a spectrum of texts, including a documentary on the Black Lives Matter (BLM) movement, William Shakespeare’s Othello, and Jordan Peele’s Get Out. In weekly twessays, posting responses during community lectures, and in devising a Twitter play, the platform’s paradoxical mix of anonymity and very public writing worked to develop in students a cultural competency.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    5 days ago
    License:
    All Rights Reserved
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