Chicana Shakespearean Pedagogies: A Literary Approach to Social Justice and Educational Equity

Based on a desire to decolonize Shakespeare studies for the sake of educational equity and social justice in the borderlands, this thesis looks to those Chicana pedagogies that signal an inclusive approach that has its basis in Latinx theatrical adaptations. Placing much of the focus on Borderlands Shakespeare scholarship, this work reviews the practice of the decolonial pedagogical approach as expressed by borderland scholars that informs the new ways of seeing, analyzing, and practicing Shakespeare's literature to fulfill the inclusion of a Chicanx/Latinx perspective. Furthermore, placing Chicana Shakespearean pedagogical approaches in correlation to the Chicanx theories of rasquachismo and Anzaldua's mestiza consciousness, this work suggests that Chicanx/Latinx Shakespeare should approach Shakespeare's literature and its inspired appropriations in terms of inclusivity for all students of the Borderlands.