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.

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