Abstract
Much has been written on Shakespeare as an instrument of colonial education and as providing a strategy (for example in the teaching of English as a Foreign Language) for spreading cultural imperialism. Giselle Rampaul and Barrymore A. Bogues discuss, in a podcast of 2015, how such exposure to Shakespeare in the Caribbean developed through appropriation and, later, counter discourse; and similar discussion abounds from commentators of other regions on the role of Shakespeare’s work in cultural imperialism.1 Shakespeare’s location at the heart of Englishness made him a central author in such educational material as the Royal Readers, which were widely used in Caribbean schools and effectively projected the colonizer’s perspective in the region.