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Dr. Andrew Joseph Power Assistant Professor Academic RankAssistant Professor


  • Shakespeare and Early Modern Literature, British Literature

Research Interests:

  • My principal research interests lie in Shakespeare and early modern drama. My doctoral thesis (TCD 2006) was an exploration of the ways that Shakespearean drama represents madness. Looking at the persistence of the medieval tradition of a relationship between sin and madness, at more contemporary medical approaches to madness, and at the adoption of classical theatrical models of madness the thesis explored a wide range of lesser-known sources for Shakespeare’s Richard II, Hamlet, and Macbeth. This has been reworked into monograph form under the title, Stages of Madness: Sin, Sickness and Seneca in Shakespearean Drama (Oxford: Peter Lang, 2018). My interest in performance cultures is also reflected in two volumes of essays that I have edited, Late Shakespeare, 1608-1613 (Cambridge: CUP, 2012) and Early Shakespeare, 1588-1594 (forthcoming 2018). I am also the Research Dramaturge for The New Oxford Shakespeare: Critical Reference Edition (Oxford: OUP, 2017) and Alternative Versions (forthcoming 2018). I am also interested in ghosts, sprites and things that go bump in the night and have written of traditions of horror and fear in medieval and early modern literature and in Shakespeare.


1999-2006 Ph.D. (by research) Shakespeare Studies, Trinity College Dublin 1995-1999 B.A. (hons) English Studies, Trinity College Dublin
May 2015 – August 2017 Lecturer of English (Shakespeare and Early Modern Literature) and Program Director, English Department, Saint Louis University – Madrid Campus Sept 2014 – May 2015 Visiting Professor of English, English Department, Saint Louis University – Madrid Campus Jan 2012 – June 2012 Visiting Academic Lecturer, Department of English Studies, University of Cyprus Oct 2003 – Dec 2011 Adjunct Lecturer (Permanent from 2008) & Teaching Assistant, School of English, Trinity College Dublin 2007 – 2009 Part-time Lecturer and Small Group Teacher School of English, Drama, and Film, University College Dublin
I like to use every resource available to me to create an effective teaching and learning space. For example, the simple act of rearranging chairs into a semicircle can bring students closer to imagining the original staging conditions of the theatre in the round. I have found that using such involved practices has enabled me to bring students to a point at which they can learn from the experience. The ability to adapt and to be creative is, for me, the most essential of teaching skills. In my teaching practices, I attempt to encourage students to learn from both my own and each other’s processes; to make them aware and force them to think about the kinds of questions we all pose, and the variety of tools we use (close-reading exercises, multimedia explorations, short dramatizations, etc.); the students are thus challenged to engage not just the text itself but the varieties of ways to gain entrance to a play, poem, or literary work. My preference is to explore a text through close-reading with question-and-answer sessions, expanding towards the broader generic themes and patterns from the individual work's most minute details and intricacies. But sometimes such a practice might not be intellectually appealing to all of the students in my group. So I seek out other methods that might strike their interest. For example, visual aids will often open up poetry and language for students in a way that reading and explanation cannot; exploring performance (and using the spaces of a classroom or lecture theatre creatively) can also coax students out of wanting to receive and into investigations of their own; and group and individual exercises, presentations, even debates and contests can awaken a sense of personal responsibility for the interpretive act. I think seriously about practices of teaching, and about how I can become a better teacher. The greatest motivation for this has been my interactions with the students themselves; their successes have encouraged me to think critically about the best ways to design, deliver and assess course material. My primary objective in a learning environment is to help each student to discover his / her own best means of not just acquiring knowledge but also of finding the great joy in learning that I have. Most importantly, what my experience has taught me is that every group is different and no single formula will suffice. It is essential to continually reassess your approach to teaching and to adapt and adjust to the individual class dynamics that develop with each new group.
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