Abstract

Adopting a critical approach to identification in literature pedagogy, this article examines the dynamics of identification in the text, critical history, performance history, and teaching of Othello. The author theorizes a pedagogical approach that interrogates the play's systems of identification while foregrounding ethical responsibility.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 153-175
Launched on MUSE
2011-01-16
Open Access
No
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