Beyond the Bard: Why It’s Time to Rethink Mandatory Shakespeare
Let’s talk about Shakespeare. The name alone conjures images of quills, ruffled collars, and dense, poetic language that often leaves students scratching their heads. For generations, his works have been a cornerstone of English literature curricula worldwide. But here’s the uncomfortable question we need to ask: Is forcing every student to grapple with Shakespearean texts and language really serving their education, or is it an outdated relic we cling to out of habit?
The truth is, insisting that Shakespeare remains the only or primary gateway to literary excellence might actually be doing more harm than good. It’s not about diminishing Shakespeare’s genius or his monumental impact on the English language and storytelling. It’s about recognizing that the way we approach him in modern classrooms often creates unnecessary barriers to learning and appreciation, especially for students already wrestling with language, cultural context, or simply finding their own connection to literature.
The Language Barrier: More Than Just “Thee” and “Thou”
The most immediate hurdle is the language itself. Early Modern English, with its archaic vocabulary (“wherefore” meaning “why,” not “where”), complex syntax, unfamiliar pronouns (“thou,” “thee,” “thy”), and intricate poetic forms (iambic pentameter, anyone?), is fundamentally foreign to contemporary students. It’s like handing someone a technical manual written in a dialect they’ve never encountered and expecting them to grasp its beauty and meaning instantly.
The Translation Trap: Students spend so much mental energy simply decoding the text – constantly flipping to footnotes or side-by-side translations – that the actual plot, character development, themes, and emotional resonance get lost in the scramble. The literary experience becomes a frustrating exercise in translation rather than an exploration of human experience.
Turning Off Reluctant Readers: For students who already struggle with reading or lack confidence, Shakespeare’s language can feel like an insurmountable wall. Instead of opening doors to the joy of literature, it reinforces the idea that “great books” are inherently difficult, elitist, and inaccessible. We risk turning potential readers away for life.
Lost in Translation: Context Matters (A Lot)
Shakespeare wrote for a very specific audience in a very specific time (late 1500s/early 1600s England). His plays are steeped in:
Elizabethan/Jacobean Politics: References to kingship, succession, court intrigue, and social hierarchies that were immediate and visceral for his audience often feel distant and abstract to students today.
Social Norms & Beliefs: Concepts of honour, family duty, gender roles, religion, and even humour are vastly different. Jokes that landed perfectly in the Globe Theatre often fall flat or require lengthy explanation now.
Cultural Allusions: Mythology, historical events, and contemporary figures referenced were common knowledge then but are obscure footnotes now.
Without a deep dive into this historical context – which time constraints in most curricula rarely allow for – students miss layers of meaning and nuance. They might grasp the surface plot of Macbeth (ambition leads to murder and downfall) but miss the profound commentary on the Divine Right of Kings or the pervasive fear of witchcraft that electrified the original audience. This lack of contextual connection makes it harder for students to relate the themes to their own lives in meaningful ways.
The Diversity Dilemma: Whose Voices Are We Elevating?
The literary canon is expanding, and rightly so. Insisting that Shakespeare remains the non-negotiable pinnacle of literary study sends a subtle but powerful message: that the perspectives, experiences, and voices embedded in his work are inherently more valuable than others.
Representation Gap: Shakespeare’s world, reflected in his plays, is predominantly white, male, and European. While universal themes exist, the specific cultural and social lens is narrow. Mandating his work above all else overlooks the immense richness of global literature, contemporary voices, and diverse perspectives (BIPOC, LGBTQ+, post-colonial, etc.) that speak more directly to the varied experiences of students in the 21st century.
Missing Modern Mirrors: Literature is powerful when students see themselves reflected in it. While Shakespeare explores timeless human emotions, the specific societal structures, conflicts, and identities often feel alien. More recent works can tackle complex themes like modern identity, systemic injustice, technological impact, or climate change with language and settings students immediately recognize.
What Could We Do Instead? (It’s Not About Cancelling the Bard)
Advocating for moving beyond mandatory Shakespeare isn’t about banning him or erasing his legacy. It’s about creating a more flexible, relevant, and ultimately more effective approach to literary education:
1. Offer Choice, Not Compulsion: Make Shakespeare an option within a broader, diverse curriculum. Students genuinely interested in drama, history, or linguistics could choose to study him in depth, perhaps even exploring the original language with proper support. Others could engage with equally complex and valuable texts that resonate more immediately.
2. Focus on Themes & Adaptations: Instead of dissecting every line of Hamlet, explore its core themes – revenge, mortality, madness – through modern lenses. Use accessible film adaptations (Baz Luhrmann’s Romeo + Juliet, Ian McKellen’s Richard III), graphic novels, or contemporary retellings (Hag-Seed by Margaret Atwood for The Tempest) to make the stories and ideas accessible before potentially tackling the original text. Let students engage with the ideas first.
3. Teach Literary Concepts Through Diverse Texts: The skills we aim to teach through Shakespeare – critical thinking, analysis of character and motive, understanding symbolism and theme, appreciating narrative structure – can be effectively taught using a wide range of literature. A powerful short story, a modern play, a compelling novel, or even sophisticated non-fiction or poetry (including modern forms like slam poetry or hip-hop) can serve as equally rich ground for developing these crucial analytical muscles.
4. Highlight Influence, Not Just Original: Study Shakespeare’s impact. Explore how his plots, phrases, and archetypes have been borrowed, adapted, and reimagined in countless modern films, books, TV shows, and even political speeches. This demonstrates his enduring relevance without forcing students to wade through the linguistic barriers first.
The Goal: Fostering Lifelong Readers and Thinkers
Ultimately, the core purpose of teaching literature should be to ignite a passion for reading, develop critical thinking skills, foster empathy by exploring diverse human experiences, and equip students to engage meaningfully with the world of ideas. Rigidly mandating Shakespearean texts and language often works against these goals for a significant number of students.
By broadening our horizons and embracing a more diverse, accessible, and student-centered approach to literature, we can create classrooms where all students find doors opening to the power of the written word, not just those who can decipher 400-year-old syntax. Let’s keep Shakespeare on the shelf – a revered and important part of our literary heritage, ready for those who seek him out. But let’s stop insisting he is the only key to unlocking literary understanding and appreciation. Our students, and the future of literature itself, deserve a richer, more inclusive landscape. It’s time we moved beyond the mandatory Bard.
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