Justin P. Shaw

Justin P. Shaw serves as Assistant Professor of English at Clark University, specializing in Shakespeare and early modern literature through critical lenses of race, disability, and emotions. His current book project "Melancholy Marks: Emotion and Race-Making in Early Modern English Literature" investigates racial identity formation via melancholic discourse across 16th-17th century dramatic, poetic, and prose traditions.

His academic credentials include:

• Ph.D. in English Literature, Emory University (2020)
• M.A. in English and American Literature, University of Houston (2014)
• B.A. in English Literature, Morehouse College (2011)

Shaw's research fundamentally examines how racial categorization intersects with emotional expression and disability frameworks in Renaissance texts, revealing how melancholy functions as both racial signifier and embodied experience. His scholarship actively bridges academic rigor with public engagement through inclusive pedagogy frameworks and performance-centered approaches that challenge traditional Shakespearean interpretation.

His recent publications demonstrate consistent thematic focus across multiple formats—journal articles, book chapters, and edited volumes—with recurring exploration of racialized emotions in canonical and non-canonical texts. Notable patterns include dismantling white supremacist frameworks in Shakespeare reception, applying disability justice principles to early modern studies, and developing accessible pedagogical models that center marginalized perspectives.

His scholarly recognition includes:

• North Star Collective Fellowship (New England Board of Higher Education, Dec 2021–May 2022)
• CU Advance Fellowship (Clark University Dean of Faculty, Oct 2021–May 2022)

Committed to transformative academic practice, Shaw actively develops inclusive teaching methodologies through courses like "Shakespeare and Race" and "Working my Nerves: Emotions in the Renaissance." His co-edited volume "Inclusive Shakespeare: Identity, Pedagogy, Performance" exemplifies his dedication to creating accessible scholarly spaces, while conference presentations consistently advocate for disability justice frameworks in humanities research and classroom practice.

Though no formal lab structure is documented, his collaborative work with Race B4 Race collective and interdisciplinary teams at institutions like Folger Shakespeare Library demonstrates commitment to collective knowledge production centered on race, disability, and early modern studies.