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Culture, Text and History Early Modern and Shakespeare

Stimulating student interest in Shakespeare with the King’s Shakespeare Academy

By Dr Gemma Miller, Department of English and Globe Education

The Shakespeare Academy has been running at King’s for the past three years and I am very proud to have been involved from its inception. In 2017-18 we reached over 350 Widening Participation students, continuing to develop close partnerships with teachers and pupils at eight London state-funded secondary schools, from Key Stage 3 to GCSE. We’ve also run Teachers Days with the London Shakespeare Centre.

My role as administrator and workshop leader involves liaising with the schools, creating the programme for the Academy study days, supporting my colleagues in preparing individual sessions and delivering workshops myself. I am particularly passionate about inclusive access to education: my brother and I were the first in our family to obtain degrees. I also  believe that engaging with Shakespeare in an interactive and creative way can help to break down perceived barriers by making the plays seem more accessible.

All ‘national curriculum’ students study Shakespeare (two plays at key stages 3 and at least one play at key stage 4). Many of the pupils we work with are from Black or Ethnic Minority backgrounds, or come from families where their parents or carers have not attended university. We give these students access to university-style learning to give them a taste of what they can expect. This makes Shakespeare’s plays a valuable common currency to reach groups who are under-represented in tertiary education.  Also, plays such as Macbeth and Romeo and Juliet deal with important social and political issues – power, love, inter-generational conflict, gang warfare –  that are still relevant today. The plays are  useful tools for thinking about wider social concerns that are universally recognisable.

The Weird Sisters (Shakespeare, MacBeth, Act 1, Scene 3) engraving by John Raphael Smith after Henry Fuseli. The Met. https://www.metmuseum.org/art/collection/search/395662
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20th - 21st Centuries Aesthetics, Philosophy, Theory Contemporary

Radical transparency: how to build political agency for digital users

by Clare Birchall, Reader in Contemporary Culture, Department of English

It’s not often, as a theorist, that I have the opportunity to watch my ideas come to life. When the King’s Digital Lab offered to fund a workshop to explore how its designers and engineers might help me to build a digital tool that can enact what I call ‘radical transparency’, I naturally jumped at the chance. In contrast to weak forms of transparency implemented by some public and private bodies that offer the public access to certain data in lieu of political commitment as well as responsibility without power, I envisage radical transparency as processes that would offer meaningful, political and contextualised information and data that promote experiences of political agency for digital users.

As well as the team at King’s Digital Lab, I wanted to draw together artists, computer scientists and other digital theorists to think through the ethical protocols as well as practical possibilities of any form radical transparency might take.

Burak Arikan’s network map of concept tags in Japanese, prepared for Tokyo National Museum of Modern Art . Photo © https://burak-arikan.com/
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Contemporary Life writing, Creative writing and Performance

The soap dish homesick syndrome

Soapdish by craftybua.co.uk

by Rabia Kapoor, 2nd year English Literature and Language BA. Featured image via craftybua instagram.

I keep thinking about the soap dish. In Shoreditch, London, during this design festival that my mum took our entire parade to: people I’d met maybe twice in my life coming together for my week-long farewell non-party.

My parents had come to London with me to help me settle in before university started. It was a group of three that kept getting bigger as my parents pulled in all their friends in the vicinity to be a part of the goodbyes. Maybe it was a weird coping mechanism, I don’t know, I didn’t overthink it then.

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Cross-temporal Culture, Text and History Life writing, Creative writing and Performance Visual and Material Culture

Put sand in the machines: Disobedient objects, protest, satire, resistance and jokes at the British Museum

by Clare Pettitt, Professor of Nineteenth Century Literature and Culture, Department of English

“Dissent clearly varies in terms of seriousness”, says Ian Hislop, the guest curator of the British Museum’s new exhibition. It certainly does. I Object: Ian Hislop’s search for dissent throws together a peculiarly Hislopian blend of public school scatological gags and objects and images that record acts of resistance under totalitarian regimes that may have resulted in the torture and/or death of their makers. The stakes are vertiginously uneven, and as a result, the exhibition frequently runs into problems of tone.

As curator, we encounter a thoughtful and knowledgeable Hislop, respectful of other cultures and alert to injustice and cruelty in the world. But as presenter, we encounter more of a fnarr fnarr chortler: “Gillray knew what would sell a print – sex, the royal family and fashionable shoes”, he chuckles, or “Have workmen on building sites always been keen on sexual commentary?” It is an interesting problem. Amnesty International meets Finbarr Saunders meets the British Museum, and the result is often confusing, but never boring.

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20th - 21st Centuries American Studies Colonial, Postcolonial and Transnational Culture Contemporary Culture, Text and History Interviews

‘Human curiosity has a revolutionary power’: An interview with Paul Gilroy

by Rachel Bolle-Debessay and Paul Gilroy in conversation

Paul Gilroy, Professor of American and English Literature at King’s, was elected as a member of the American Academy of Arts and Sciences in April 2018 – a prestigious recognition of his work as a cultural historian, critical race theorist and thinker who has shaped black diaspora studies.  Founded in 1780, the Academy has a stellar list of former members including Benjamin Franklin (1781), Charles Darwin (1874), Albert Einstein (1924) and Martin Luther King, Jr (1966). Here, Paul speaks to PhD researcher Rachel Bolle-Debessay about receiving this award.

Rachel Bolle-Debessay (RBD): Thanks so much for talking to us, Paul! Our trigger for this interview was your election as a member of the American Academy of Arts and Sciences. So could you begin at this point – what does this mean for you and the nature of the scholarship that you undertake?

Paul Gilroy (PG): I was humbled and amazed. I’d say that being taken seriously is the best feeling an academic can have. I worked in the US for some years and one of my responsibilities as a teacher and researcher lay in the field of African American Studies. As an outsider, I faced a significant amount of hostility especially when my work was perceived as interrupting the standard cultural nationalist approaches that have defined that enterprise.

So this award cheered me up. It made me feel that in spite of the antipathy I had endured, the work I’d done had acquired its own life and some people had found it useful. It’s absolutely fine if they use it as something to disagree with and sharpen their intellectual claws upon. It makes me feel that I haven’t wasted my time.

‘This award cheered me up. It made me feel that in spite of the antipathy I had endured, the work I’d done had acquired its own life and some people had found it useful.’ Paul Gilroy on being elected as a member of the American Academy of Arts and Sciences in April 2018. Photo © Paul Gilroy
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