Between 2009 and 2012 I studied my BA (Hons) Language and Literature in Eeducation, investigating student motivations for postgraduate study of Shakespeare as my dissertation project. Following this I have spent the last 12 months studying my MA in Shakespeare and Education within which I researched Shakespeare based resources aimed specifically at primary school children, to determine whether their content was appropriate both in accuracy and content for children of that age. I have also been a secondary school cover teacher alongside my MA and have also been involved with British Council International School Award projects this year as a Shakespeare workshop coordinator, running Shakespeare introduction workshops with French students who had not previously had contact with Shakespeare. Aside from this I spend every summer working with children from a range of backgrounds and abilities leading performance based workshops and activities at summer camps in the UK.
I am now studying for the PhD in Education looking at Shakespeare focussed criminal rehabilitation projects for young offenders. I am also the PGWT Seminar leader for the first year undergraduate module Disciplines in education which consists of 5 units covering the psychology, philosophy, history, politics, economics and social theory of education.
Make not your thoughts your prisons”: Using Shakespeare for educational rehabilitation.
This research investigates critically how Shakespeare is currently used in rehabilitative programmes with a particular focus on their use with young offenders both in young offenders’ institutions and on alternative rehabilitation programmes. Throughout the last decade there has been a progressive emergence of Shakespeare-focussed performance-based programmes intended for use as criminal rehabilitation in the United States of America. Several state judiciary courts have invested in enabling Shakespeare programmes to become genuine alternatives to judicial incarceration for juvenile offenders over the last decade and some of the programmes in this endeavour have been deemed successful enough to serve as a viable alternative to imprisonment or community service. Such events have occurred on a global scale and with this in mind my research takes a closer look at these programmes.
Nicklin, L., & Olive, S. (2013). Why Do Post Graduate Students Choose To Study Shakespeare? Teaching Shakespeare, 3:11-14.