Why It’s Time to Move Shakespeare Off the Required Reading List
“To be, or not to be…” For generations, this line has been met with groans, glazed-over eyes, and genuine confusion in countless high school English classrooms. The insistence on teaching Shakespearean texts and language as a cornerstone of literary education feels increasingly like clinging to a relic, disconnected from the lived experiences and learning needs of modern students. While Shakespeare holds immense historical and cultural significance, the argument that we need to stop being taught Shakespearean texts and language as mandatory curriculum components is gaining serious traction. Here’s why a shift makes sense.
1. The Brutal Language Barrier Isn’t “Character Building,” It’s Demotivating:
Let’s be honest: Early Modern English is hard. It’s not just a few archaic words (“wherefore” meaning “why,” not “where”). It’s complex syntax, obsolete grammatical structures, unfamiliar idioms, and references to long-lost cultural contexts. Expecting teenagers – many still mastering contemporary English conventions – to not only decode this language but also appreciate its nuance and beauty under timed conditions is often unrealistic.
The Result: Instead of unlocking literary brilliance, students spend immense mental energy just figuring out the literal meaning of what’s being said. The plot gets lost in translation. Character motivations become murky. Subtle themes vanish. The frustration is palpable and often leads to a profound dislike of reading and literature in general – the exact opposite of what education should foster. Is the primary goal really to teach students how to decipher a 400-year-old dialect, or to ignite a love of storytelling and critical thinking?
2. Relevance Gap: When Worlds Collide (Unproductively):
Shakespeare wrote for a very specific audience in a very specific time. His world – dominated by monarchs, rigid class structures, duels, and vastly different social norms – feels alien to most students today. While themes of love, jealousy, ambition, and power are universal, they are buried under layers of historical context that require significant scaffolding to understand meaningfully.
The Problem: Teachers spend disproportionate time explaining feudal politics, Elizabethan gender roles, or Renaissance beliefs about ghosts and witches just so students can grasp the basic conflict. This detracts from deeper literary analysis. More importantly, it often fails to resonate. Students struggle to see themselves or their contemporary struggles (identity, social justice, technology’s impact, mental health) reflected authentically in these distant narratives. Why not explore timeless themes through lenses that feel immediate and recognizable?
3. Questionable Messages in a Modern Light:
Let’s not gloss over the problematic elements frequently embedded in the plays, especially when taught without critical context:
Misogyny and Toxic Relationships: From Petruchio “taming” Kate in The Taming of the Shrew to the casual misogyny of many male characters, these portrayals can reinforce harmful stereotypes if not dissected with extreme care.
Racism and Antisemitism: Othello and The Merchant of Venice contain deeply troubling representations that require sophisticated, sensitive handling far beyond the scope of many introductory high school classes. Presenting them without this crucial modern critique risks normalizing prejudice.
Gloryfying Violence & Revenge: While dramatic, the cycles of violence and revenge central to plays like Hamlet and Titus Andronicus offer simplistic, often morally ambiguous resolutions that clash with modern values around conflict resolution and justice.
Teaching these texts requires navigating a minefield of outdated values. Are we equipping educators and students adequately for this complex task, or are we inadvertently endorsing problematic norms by virtue of their presence on the “sacred” syllabus?
4. The Lost Opportunity Cost: Diverse Voices Silenced:
The time and resources devoted to wrestling with Shakespeare are immense. This comes at a significant cost: the exclusion or marginalization of a vast, rich world of literature.
Missing Perspectives: Where are the powerful voices from diverse backgrounds – authors of color, women beyond token representations, LGBTQ+ perspectives, writers from across the globe, contemporary storytellers grappling with 21st-century issues? Mandating Shakespeare often pushes these essential, relevant, and engaging voices to the periphery or off the reading list entirely. Students deserve a curriculum that reflects the multifaceted world they live in, not just a narrow slice of 16th/17th-century England.
Modern Forms & Media: Literature isn’t static. Graphic novels, compelling contemporary young adult fiction, sophisticated film, and digital narratives offer profound literary and thematic depth in accessible, engaging formats. Ignoring these mediums in favor of exclusive focus on Shakespeare does a disservice to students’ evolving literacy needs.
Moving Forward: Rethinking, Not Erasing:
This isn’t about cancelling Shakespeare or denying his genius. His influence on language and storytelling is undeniable. The argument is about mandatory inclusion and how he’s taught:
Electives, Not Requirements: Move Shakespeare to advanced or specialized electives where students genuinely interested in historical literature or drama can dive deep with appropriate support.
Context is King (or Queen): If taught, it must be with heavy emphasis on historical context, critical lenses (feminist, postcolonial, critical race theory), and explicit discussion of problematic elements. It should be presented as a product of its time, not an uncritically worshipped ideal.
Modern Adaptations as Bridges: Utilize film adaptations, modern-dress performances, or graphic novel versions to make the stories more accessible first, potentially sparking interest in the original text later.
Curriculum Diversification: Actively prioritize including a far wider range of authors, periods, cultures, and genres in the core curriculum. Let students encounter universal themes through diverse, relevant, and engaging narratives.
The Final Act?
Insisting that Shakespearean texts and language remain compulsory for all students feels increasingly like educational inertia. It prioritizes tradition over engagement, historical significance over contemporary relevance, and often creates unnecessary barriers to literary appreciation. The groans in the classroom are a signal. By moving Shakespeare off the mandatory pedestal, we free up space to cultivate a genuine love of literature through texts that speak more directly to students’ lives, challenge them with modern complexities, and reflect the beautifully diverse tapestry of human experience. It’s not about disrespecting the Bard; it’s about respecting the diverse needs and potential of all our students. Isn’t it time for the curriculum to take its cue from the present?
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