| abstract | This dissertation explores the importance of making Shakespeare accessible within a diverse learning environment and presents how
secondary English teachers can create opportunities to make Shakespeare applicable to students' identities and lives. This study examines conventional practices of
teaching Shakespeare given the challenges in urban public school systems today. In addition, this work explores how Shakespeare's plays, through dramatic inquiry,
promote more complex understanding in students and extend and deepen their connection with core themes of a play. This dissertation concludes that William Shakespeare's
works have a place in urban secondary classrooms. The challenge of Shakespeare's plays is the reason educators should be teaching his work, particularly in urban public
classrooms. His plays, and the lessons learned in reading and analyzing them, still provide an unparalleled preparation for lifelong learning for all students. The
complexity of Shakespeare's plays gives students the opportunity to develop higher analytical skills as they ask and explore questions and engage in literacy practices
that allow them to scrutinize and synthesize multiple views and conflicting perspectives. Shakespeare's plays provide ideal texts to challenge students' thinking and to
help them develop not only the literacy skills necessary to compete successfully in the global community, but also to reflect on contemporary concerns and dilemmas.
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