Inclusive Shakespeares: Identity, Pedagogy, Performance responds to the growing concern to make Shakespeare Studies inclusive of prospective students, teachers, performers, and audiences who have occupied a historically marginalized position in relation to Shakespeares poetry and plays. This timely collection includes essays by leading and emerging scholarly voices concerned to open interest and participation in Shakespeare to wider appreciation and use. The essays discuss topics ranging from ethically-informed pedagogy to discussions of public partnerships, from accessible theater for people with disabilities to the use of Shakespeare in technical and community colleges. Inclusive Shakespeares contributes to national conversations about the role of literature in the larger project of inclusion, using Shakespeare Studies as the medium to critically examine interactions between personal identity and academia at large.