Abstract
At an urban public community college, Shakespeare threatens to alienate students experiencing various conditions of precarity. Addressing the material elitism of Shakespeare is especially paramount for those working within lower-income communities of color, where preexisting inequities in higher education have been further intensified by the COVID-19 pandemic. This essay presents practical recommendations for faculty seeking to meet the needs of minoritized students through such measures as: privileging students' responses to the material; adopting free and open educational materials; incorporating visual and audio performances; and meeting students where they are, such as by differentiated instruction. While prompting faculty to address unacknowledged inequities in the Shakespeare classroom, this essay also calls on institutions to support faculty seeking to revolutionize the curriculum.