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Palgrave Macmillan

Teaching Shakespeare Beyond the Centre

Australasian Perspectives

  • Book
  • © 2013

Overview

Editors:
  1. Kate Flaherty

    1. Australian National University, Australia

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  2. Penny Gay

    1. University of Sydney, Australia

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    You can also search for this editor in PubMed   Google Scholar

  3. L. E. Semler

    1. University of Sydney, Australia

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Part of the book series: Palgrave Shakespeare Studies (PASHST)

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Table of contents (19 chapters)

  1. Front Matter

    Pages i-xii
    Download chapter PDF

  2. Introduction

    1. Introduction

      • Kate Flaherty, Penny Gay, L. E. Semler
      Pages 1-6

  3. Shakespeare and the Colonial Student

    1. Front Matter

      Pages 7-7
      Download chapter PDF

    2. From Domestic Didacticism to Compulsory Examination

      • Linzy Brady
      Pages 9-21

    3. ‘The Bogey of the Schoolroom’

      • Megan Murray-Pepper
      Pages 23-35

    4. Supposing a Blackboard to be a Bear

      • Darragh Martin
      Pages 37-48

  4. New Paradigms

    1. Front Matter

      Pages 49-49
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    2. Admitting to Adaptation in the Shakespeare Classroom

      • Jennifer Clement
      Pages 51-62

    3. Unthinking Hamlet

      • Laurie Johnson
      Pages 63-74

    4. Habitation and Naming

      • Kate Flaherty
      Pages 75-85

    5. The Lecture as Theatre

      • Huw Griffiths
      Pages 87-96

    6. Emergence in Ardenspace

      • L. E. Semler
      Pages 97-107

  5. Meeting Twenty-First Century Students

    1. Front Matter

      Pages 109-109
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    2. Teaching Shakespeare through Familial Identity

      • Kate Flaherty, Penny Gay, L. E. Semler
      Pages 111-123

    3. ‘Let me be that I am’

      • Sarah Golsby-Smith
      Pages 125-136

    4. Operation Shakespeare

      • Diana Denley
      Pages 137-151

    5. A Shakespeare Brief Immersion Method for Undergraduates

      • Penny Gay
      Pages 153-167

    6. Teaching with Cue Scripts

      • Anna Kamaralli
      Pages 169-179

    7. ‘We know what we are, but not what we may be’

      • Mary-Rose McLaren
      Pages 181-192

    8. Using Sinicised Adaptations for Shakespeare Pedagogy in Taiwan

      • Camilla Chun-pai Hsieh
      Pages 193-210
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Keywords

About this book

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.

Editors and Affiliations

  • Australian National University, Australia

    Kate Flaherty

  • University of Sydney, Australia

    Penny Gay, L. E. Semler

About the editors

LINZY BRADY University of Sydney, Australia GINNA BROCK lectures and teaches courses at the University of the Sunshine Coast, Australia JENNIFER CLEMENT Senior Lecturer in English at the University of Canterbury in New Zealand DIANA DENLEY has recently submitted her doctoral thesis SARAH GOLSBY-SMITH High school English teacher with experience in both Canada and Australia CHRISTIAN GRIFFITHS Monash University, Australia HUW GRIFFITHS Senior Lecturer in the Department of English, University of Sydney, Australia CAMILLA CHUN-PAI HSIEH Associate Professor at National Taiwan University LAURIE JOHNSON Associate Professor in English Literature and Cultural Studies and a member of the Public Memory Research Centre at the University of Southern Queensland, Australia ANNA KAMARALLI obtained her Masters degree from the University of NSW and her PhD from Trinity College Dublin MARY-ROSE MCLAREN Senior Lecturer in the School of Education at Victoria University, Australia DARRAGH MARTIN PhD candidate at Columbia University on a Fulbright Scholarship from Ireland MEGAN MURRAY-PEPPER King's College London, UK MICHAEL NEILL Emeritus Professor of English at the University of Auckland, Australia ROB PENSALFINI Senior Lecturer in Linguistics and Drama at the University of Queensland, Australia

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