Redefining Censorship: Lessons learned from teaching the merchant of Venice in Israel

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Abstract

Because of its potential for fostering antisemitic stereotypes, in the twentieth century The Merchant of Venice has a history of being subject to censorship in secondary schools in the United States. While in the past it has often been argued that the play can be used to teach tolerance and to fight societal evils such as xenophobia, racism and antisemitism, I argue that this is no longer the case due to the proliferation of performance methods in the classroom, and the resultant emphasis on watching film and stage productions. Because images - particularly film images - carry such strong emotional valence, they have the capacity to subsume other pedagogical aspects of this drama in their emotional power and memorability. I therefore question whether the debate over teaching this play is truly a question of 'censorship', or simply educational choice.

Original languageEnglish
Pages (from-to)134-142
Number of pages9
JournalEuropean Judaism
Volume51
Issue number2
DOIs
StatePublished - 1 Sep 2018

Bibliographical note

Publisher Copyright:
© Leo Baeck College.

Keywords

  • Antisemitism
  • Censorship
  • Shakespeare
  • Teaching
  • The Merchant of Venice

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