Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now. Edited by Hillary Eklund and Wendy Beth Hyman.

This article reviews the 2019 edited collection *Teaching Social Justice Through Shakespeare*, which explores how Shakespeare's works can be used as a means to engage with social justice pedagogy. The collection, comprising an introduction, twenty-one essays, and an afterword, emphasizes teaching *with* Shakespeare rather than *about* Shakespeare, encouraging educators to connect his texts across diverse cultural, historical, and institutional contexts. Rooted in critical pedagogy and responding to contemporary political and social challenges, the essays offer adaptable strategies for fostering ethical thinking, community-building, and inclusive classroom environments. The contributors highlight the complexities of addressing issues such as race, gender, disability, and migration through Shakespeare, advocating for a reflective, process-oriented approach that acknowledges the limitations of early modern texts while affirming their ongoing relevance.