- All's Well That Ends Well
- Antony and Cleopatra
- As You Like It
- The Comedy of Errors
- Coriolanus
- Cymbeline
- Hamlet
- Henry IV, Part 1
- Henry IV, Part 2
- Henry V
- Henry VI, Part 1
- Henry VI, Part 2
- Henry VI, Part 3
- Henry VIII
- Julius Caesar
- King John
- King Lear
- Love's Labor's Lost
- A Lover's Complaint
- Macbeth
- Measure for Measure
- The Merchant of Venice
- The Merry Wives of Windsor
- A Midsummer Night's Dream
- Much Ado About Nothing
- Othello
- Pericles
- The Rape of Lucrece
- Richard II
- Richard III
- Romeo and Juliet
- Shakespeare's Sonnets
- The Taming of the Shrew
- The Tempest
- Timon of Athens
- Titus Andronicus
- Troilus and Cressida
- Twelfth Night
- The Two Gentlemen of Verona
- Venus and Adonis
- The Winter's Tale
Freire says that problem-posing educators can use the investigation of themes to help oppressed people understand their conditions. He then talks about his conception of history, where he defines themes as the worldly expression of ideas, values, and beliefs during a historical moment. Importantly, Freire talks about themes in terms of the dialectic logic underpinning other parts of the book—such as the relationship between oppressors and the oppressed, or between teachers and their students. When an idea like oppression, for example, is popular at a given point in time, there is also an opposing idea of liberation. Freire does not…