Teaching Shakespeare Beyond the Centre: Australasian Perspectives(Palgrave Shakespeare Studies)

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.

Table of Contents:
Acknowledgements Notes on Contributors Introduction: Learning Locally; K.Flaherty, P.Gay & L.E. Semler PART I: SHAKESPEARE AND THE COLONIAL STUDENT From Domestic Didacticism to Compulsory Examination: School Shakespeare from 1850 to the present; L.Brady 'The Bogey of the Schoolroom': Shakespeare, 'Royal Readers' and New Zealand writers; M.Murray-Pepper Supposing a Blackboard to be a Bear: Touring Shakespeare to Australian teenagers; D.Martin PART II: NEW PARADIGMS Admitting to Adaptation in the Shakespeare Classroom; J.Clement Unthinking Hamlet: Stage, Page and Critical Thought; L.Johnson Habitation and Naming: Teaching local Shakespeares; K.Flaherty The Lecture as Theatre: Learning the Boundaries of Scepticism in The Winter's Tale; H.Griffiths Emergence in Ardenspace: Shakespeare Pedagogy, As You Like It, and Modus Iferandi; L.E.Semler PART III: MEETING TWENTY-FIRST CENTURY STUDENTS Teaching Shakespeare through Familial Identity: Exploring the Centrality of Home in Romeo and Juliet; G.Brock 'Let me be that I am': The Rhetoric of the Teenage Self and Shakespeare in Performance; S.Golsby-Smith Operation Shakespeare: Titus in Ten Days; D.Denley A Shakespeare Brief Immersion Method for Undergraduates; P.Gay Teaching with Cue Scripts: Making the Most of Fear in the Student Actor; A.Kamaralli 'We know what we are, but not what we may be': Teaching Shakespeare to Future Teachers; M-R.McLaren Using Sinicised Adaptations for Shakespeare Pedagogy in Taiwan: The Banquet and Bond; C.Chun-pai Hsieh Shakespeare Synecdoche: Or, How to teach music through literature (and vice-versa); C.Griffiths Shakespeare of the Oppressed; R.Pensalfini Afterword; M.Neill Index

About the Author :
KATE FLAHERTY is a Lecturer in English and Drama at the Australian National University. Her research treats Shakespeare in performance, Shakespeare in Australia, and Shakespeare in education. From 2008-2011 she held a postdoctoral research fellowship at the University of Sydney. Her book, Ours as We Play it: Australia plays Shakespeare, was published in 2011. PENNY GAY is Emeritus Professor in English and Drama at the University of Sydney, Australia, where she taught for 35 years. Her books include As She Likes It: Shakespeare's Unruly Women, Jane Austen and the Theatre, and The Cambridge Introduction to Shakespeare's Comedies. L. E. SEMLER is Associate Professor of Early Modern Literature, University of Sydney, Australia, and president of the Australasian Universities Language and Literature Association. He is author of The English Mannerist Poets and the Visual Arts and editor of Eliza's Babes or The Virgins Offering (1652). He has co-edited (with P. Kelly) Word and Self Estranged in English Texts 1550-1660 and (with B. Hodge and P. Kelly) What is the Human? Australian Voices from the Humanities.