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.

Autorentext
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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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