Teaching Shakespeare as a Killjoy Practice in a White Dominant Institution

What does it require to teach Shakespeare’s representation of tragic action, race, and adaptation in a school founded on unceded native land by a white female settler whose aim was to proliferate a “civilizing curriculum” lacking in the “wilderness” with which she identified her Indigenous hosts and neighbors? This is an abiding question of my work teaching Shakespeare in the far northwest corner of the United States. The ontological expansiveness of my white students, who have grown up in overwhelmingly if not exclusively white and persistently segregated communities, means that studying the production of whiteness in Shakespeare is often a