Gavin Paul

Gavin Paul is an Associate Professor in the Department of English within the Faculty of Arts at Kwantlen Polytechnic University in British Columbia, Canada. He holds a B.Mgt. from Lethbridge, a BA from Lethbridge, an MA from UBC, and a PhD from UBC.

His research focuses on:

• Shakespeare and early modern drama
• Editorial practice, textual theory, and performance history
• Comic book literature and graphic novels
• Literary responses to 9/11
• Cormac McCarthy studies

Paul's scholarly work examines the intricate relationships between textual scholarship and theatrical performance, particularly how editorial decisions shape our understanding of dramatic texts. His publications demonstrate how textual mediation influences performance possibilities in early modern drama. He has also made significant contributions to comic book studies, analyzing how graphic narratives process historical trauma like 9/11.

His notable publications include the critically acclaimed book Shakespeare and the Imprints of Performance (Palgrave MacMillan, 2014), which was reprinted in 2016, and numerous articles in leading journals. His research shows consistent engagement with both historical textual scholarship and contemporary cultural phenomena. He is currently editing the Internet Shakespeare Edition of Macbeth with Anthony Dawson.

His scholarly achievements have been recognized with several prestigious awards:

• Paul G. Stanwood Prize from UBC
• J. Leeds Barroll Dissertation Prize from the Shakespeare Association of America
• Three-time winner of Blackwell Publishing's Essay Prize

Paul teaches a comprehensive range of courses including Introduction to University Writing, Foundations of Western Literature, Studies in Shakespeare, English Renaissance Drama, and Graphic Novels and Comic Book Literature. Beyond his academic work, he is also an accomplished creative writer with publications including The Coward: Reading, Memory, Fragments (2019) and Conspiracy of One (a collection of short stories), demonstrating his ability to bridge scholarly analysis with creative expression.