ABSTRACT This essay is about teaching Shakespeare, based on my experience of exploring King Lear with a Year 7 class. The evidence I use is drawn from one lesson, in which I offered students the opportunity to reject Shakespeare’s version of the story. In this, I hope to demonstrate that the act of offering students a choice is a simple but powerful one – positioning students as experts and empowering them to feel a sense of ownership over Shakespeare. The question of how to teach Shakespeare is not a new one, but it is one which we need to continue asking. Just as the works of Shakespeare work in the classroom because of their capacity for reinterpretation, so must we, as English teachers, be capable of reinterpreting what Shakespeare-teaching looks like: revising our pedagogy; repositioning our students; and making space for students to reinvent Shakespeare, for themselves, in each and every lesson.

中文翻译：

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“究竟是谁的李尔？”：探索李尔王的偏好、所有权和终结

摘要 本文是关于教授莎士比亚的，基于我在 7 年级课堂上探索李尔王的经验。我使用的证据来自一堂课，我让学生有机会拒绝莎士比亚的故事版本。在此，我希望证明为学生提供选择的行为是一种简单而有力的行为——将学生定位为专家并赋予他们对莎士比亚的主人翁感。如何教授莎士比亚的问题不是一个新问题，而是一个我们需要继续追问的问题。正如莎士比亚的作品在课堂上因其重新诠释的能力而发挥作用一样，作为英语教师，我们也必须能够重新诠释莎士比亚教学的样子：修改我们的教学法；重新定位我们的学生；