Teaching Shakespeare Beyond the Centre : Australasian Perspectives

Showcasing a wide array of recent, innovative and original research into Shakespeare and learning in Australasia and beyond, this volume argues the value of the 'local' and provides transferable and adaptable models of educational theory and practice. Front Matter....Pages i-xii Introduction....Pages 1-6 Front Matter....Pages 7-7 From Domestic Didacticism to Compulsory Examination....Pages 9-21 ‘The Bogey of the Schoolroom’....Pages 23-35 Supposing a Blackboard to be a Bear....Pages 37-48 Front Matter....Pages 49-49 Admitting to Adaptation in the Shakespeare Classroom....Pages 51-62 Unthinking Hamlet....Pages 63-74 Habitation and Naming....Pages 75-85 The Lecture as Theatre....Pages 87-96 Emergence in Ardenspace....Pages 97-107 Front Matter....Pages 109-109 Teaching Shakespeare through Familial Identity....Pages 111-123 ‘Let me be that I am’....Pages 125-136 Operation Shakespeare....Pages 137-151 A Shakespeare Brief Immersion Method for Undergraduates....Pages 153-167 Teaching with Cue Scripts....Pages 169-179 ‘We know what we are, but not what we may be’....Pages 181-192 Using Sinicised Adaptations for Shakespeare Pedagogy in Taiwan....Pages 193-210 Shakespeare Synecdoche....Pages 211-224 Shakespeare of the Oppressed....Pages 225-236 Afterword....Pages 237-240 Back Matter....Pages 241-259 "Teaching Shakespeare Beyond the Centre" showcases a wide array of recent, innovative and original research into Shakespeare and learning in Australasia, in secondary, tertiary and adult education. Premised on the dissolution of the centre/colony binary that for so long structured the reception and teaching of Shakespeare in the colonies, the book explores the use of local knowledge and experience to invigorate and renew learning. In elevating the value of the 'local', the book provides models of educational theory and practice that are transferable and adaptable. The editors have drawn on contributors with diverse areas of expertise including dramatic practitioners, historicist scholars, school teachers and academics who train teachers, and literary scholars with an interest in new theoretical and practical approaches to pedagogy