Misogyny is deeply embedded in our society, from the classroom to countless career fields. And while some progress has been made in uprooting it, why do we still glamorize the chauvinistic work of Shakespeare in class to young and impressionable teenagers?
Although Shakespeare is widely recognized as a work from a different era, that does not mean we can turn a blind eye to the blatant misogyny and offensive representations of women in his work. It is crucial when teaching the work of Shakespeare that acknowledgment of these outdated themes is embedded into the curriculum.
The work of Shakespeare promotes themes stemming from a male-dominated society. For example, the concept of “love at first sight” inherently implies that women are valued most for their physical appearance. These stories and themes are a fundamental part of English curriculum, yet students are given little discretion on how wrong they are, which has shaped the presence of subtle misogyny in the media to this day.
To continue, throughout Shakespeare’s works, female characters are portrayed as having absolutely no agency over their own lives, being fully dependent on men. It is important to note that this is historically accurate to the period in which Shakespeare wrote, but it is no longer acceptable today. When readers are thoroughly aware of this fact, his work can still offer value to modern readers.
English teacher Jeremy Tanguma emphasizes, “I think the important central messages that cross time and genre for Shakespeare are that we are all very human, and that we may be well-intended, selfish, or even evil, but we will all make mistakes and cause pain for ourselves and others.”
The conclusion that can be drawn is that Shakespeare remains relevant, although it may not be entirely fitting for a progressive audience. This is why educators must ensure that students are not only taught the universal themes of Shakespeare, but also how they can be interpreted from a modern perspective. An effective way to do this is to teach classic literature with a corresponding modern text.
Tanguma affirms this thought, sharing, “I don’t really think curriculum should condemn any beliefs, but instead present a reasonable opportunity to understand them and for students to decide for themselves what they want to believe in and how they want to approach their life.”
A modern text including explanation of certain outdated topics allows students to understand the anachronistic circumstances of Shakespearean stories, while also extrapolating the timeless and worthwhile themes included in his work.
Many go further when contesting the use of Shakespeare in the classroom, arguing that he is entirely irrelevant and no longer has a place in the curriculum as a whole. This proposition is ignorant of the gravity that Shakespeare holds in the modern world of literature; Shakespeare was one of the first authors to write for the common man, not just the rich and educated, making his work incredibly unique.
Additionally, Shakespeare’s career has had an unparalleled impact on the art form of literary expression, with his adaptation of the sonnet and inclusion of imperfect characters beautifully representing the flaws that come with humanity.
In the future, it is incredibly important that educators focus on preserving the validity of Shakespeare’s perpetual real-world themes, while condemning the obsolete social norms exhibited in his plays.
