Time to Turn the Page: Why Shakespeare Shouldn’t Hog the English Curriculum
Let’s be honest. How many of us, when handed Romeo and Juliet or Macbeth in high school English, felt genuine excitement? For some, maybe. But for countless others? It was a wave of confusion, frustration, and the sinking feeling of deciphering a foreign language trapped in a thick book. The core argument gaining traction is simple, yet profound: We need to stop being taught Shakespearean texts and language as a central, mandatory pillar of English education. It’s not about disrespecting the Bard; it’s about prioritizing relevance, accessibility, and the diverse voices that truly resonate with students today.
Why Does Shakespeare Still Dominate Classrooms?
He’s undeniably a titan of Western literature. His influence on the English language is immense, coining countless words and phrases we still use. He explored timeless themes – love, power, jealousy, ambition – with incredible complexity. For generations, studying Shakespeare was synonymous with cultural literacy and intellectual rigor. It was a shared experience, a touchstone.
But here’s the rub: that world is long gone. The context in which Shakespeare wrote – the Elizabethan and Jacobean eras – is utterly alien to 21st-century students. The language itself, Early Modern English, with its archaic vocabulary (“wherefore art thou?” doesn’t mean “where,” it means “why”!), convoluted syntax, and obsolete references, creates a massive barrier to entry. It’s like trying to appreciate a masterpiece while wearing foggy goggles.
The High Cost of Mandatory Shakespeare
1. Accessibility is Key (and Often Missing): The primary goal of literature education should be fostering a love of reading and critical thinking. When students spend weeks struggling just to grasp the basic meaning of lines, that goal is sabotaged. The immense effort required to decode the language often overshadows any potential appreciation for plot, character, or theme. It can actively discourage reading, especially for students with learning differences or those for whom English isn’t a first language.
2. Relevance Matters Deeply: Students need to see themselves reflected in the stories they study. They grapple with issues like digital identity, systemic inequality, climate anxiety, and evolving social dynamics – themes Shakespeare simply couldn’t address. While his themes are universal in theory, the presentation is distant. Prioritizing texts written centuries ago sends an implicit message about whose stories and perspectives are valued most. It overlooks the vibrant, powerful, and diverse literature being produced right now that speaks directly to contemporary experiences.
3. Missed Opportunities for Connection: Time spent meticulously dissecting Shakespearean iambic pentameter or obscure puns is time not spent exploring contemporary novels, powerful memoirs, incisive essays, or compelling poetry from a wider range of authors. We could be analyzing the social commentary in Angie Thomas’s The Hate U Give, the immigrant experience in Mohsin Hamid’s Exit West, or the poetic power of Ocean Vuong. These works offer equally rich ground for literary analysis while being immediately relatable and engaging.
4. The “Cultural Imperative” Argument Doesn’t Hold Water: Proponents often argue that Shakespeare is essential cultural capital. But whose culture? And at what cost? A surface-level familiarity with a few famous quotes (“To be or not to be?”) doesn’t equate to deep understanding or appreciation. Forcing students through texts they find impenetrable often breeds resentment, not reverence. True cultural literacy in today’s world involves understanding diverse global perspectives, not just a single (admittedly significant) figure from one specific period of English history.
What Should We Do Instead?
This isn’t a call to banish Shakespeare entirely. It’s a call to dethrone him from his mandatory, central position and reform how we approach literature education:
1. Offer Shakespeare as an Elective, Not a Mandate: Let students choose to study Shakespeare in advanced or specialized literature courses, perhaps alongside the study of Renaissance history or theatre. Those with a genuine interest will thrive. Making it optional respects student agency and acknowledges that deep appreciation requires genuine engagement.
2. Context is Everything: If Shakespeare is taught, it must be done differently. Focus intensely on performance! Watching skilled actors bring the text to life (live or via film) is infinitely more effective than silent reading. Explore the historical context deeply – the politics, the social structures, the theatre practices. Make it an immersive historical experience, not just a language puzzle. Use modern translations or “parallel text” editions alongside the original to bridge the language gap.
3. Expand the Canon Dramatically: The core curriculum should be a vibrant tapestry reflecting our diverse world. Prioritize contemporary authors from various backgrounds, cultures, and identities. Include genres often sidelined in traditional classrooms: graphic novels, speculative fiction, slam poetry, creative nonfiction. Focus on themes that resonate with modern youth – identity, justice, technology, belonging, resilience.
4. Focus on Skills, Not Just Specific Texts: The goal should be teaching students how to analyze complex texts, identify literary devices, understand narrative structure, and articulate critical interpretations. These skills can be developed using any rich, complex text – they are not exclusive to 400-year-old plays. A modern novel can offer just as much depth for analysis as Hamlet.
5. Decolonize the Reading List: Actively seek out and include works by BIPOC (Black, Indigenous, People of Color) authors, LGBTQ+ authors, authors from the Global South, and authors writing about experiences historically marginalized in literature. This isn’t about tokenism; it’s about providing a richer, more accurate, and more relevant literary landscape.
Beyond the Bard: Building a Living Literary Culture
Insisting on mandatory Shakespeare isn’t about preserving literary greatness; it often becomes about preserving tradition for tradition’s sake. It ignores the reality that literature is a living, breathing art form. By clinging so tightly to one voice from the distant past, we risk turning literature class into a museum exhibit – something to be dusted off and endured, rather than a dynamic conversation students eagerly join.
Imagine classrooms buzzing with debates about the ethical dilemmas in a contemporary sci-fi novel, students connecting deeply with a memoir about overcoming adversity, or dissecting the powerful imagery in a modern poet’s work. These experiences foster genuine literacy, critical engagement, and a lifelong love of reading far more effectively than forcing students to wrestle with “thee,” “thou,” and “wherefore.”
It’s time to move Shakespeare off the mandatory pedestal. Let’s create an English curriculum that meets students where they are, reflects the world they live in, and introduces them to the vast, incredible world of literature beyond the Elizabethan era. Let’s teach texts that ignite passion, spark relevant conversations, and equip students with analytical skills using language they can actually understand. The future of literature education depends on turning the page.
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