The Future of Education

The present paper shows a summary of the first chapters of the PhD study “Problematizing Shakespeare under the gaze of Human Rights”. The research is an exploration about Educators’ experiences and attitudes regarding human rights themes in Shakespeare Education. The design of the study develops a feminist epistemological perspective linking issues on gender, race and multiculturalism. The methodology used was based on interviews and observations from a range of secondary schools in Yorkshire, under a qualitative approach.
In the study, focused on intersectionality, human rights issues are used as a door to problematize the culture of values associated to Shakespeare in educational contexts exploring in which way educators transmit and negotiate these values in a deliberated or unaware way. This connection is based on the synergic relation between education and culture, where values are at the same time, created and reproduced (Bourdieu & Passeron, 1990). The study suggests that the relation between Shakespeare and education is synergetic because it is based on the values associated to Shakespeare and, at the same time, Shakespeare is an icon of identity and cultural value that is built through education.

Keywords Shakespeare, education, intersectionality , gender, race, multiculturalism