Adopting a critical approach to identification in literature pedagogy, this article examines the dynamics of identification in the text, critical history, performance history, and teaching of Othello. The author theorizes a pedagogical approach that interrogates the play's systems of identification while foregrounding ethical responsibility.
Skip Nav Destination
Karin H. deGravelles; You Be Othello: Interrogating Identification in the Classroom. Pedagogy 1 January 2011; 11 (1): 153–175. doi: https://doi.org/10.1215/15314200-2010-021
Download citation file: