Johnson, Laurie (2013) Unthinking Hamlet: stage, page, and critical thought. In: Teaching Shakespeare beyond the centre: Australasian perspectives. Palgrave Shakespeare Studies. Palgrave Macmillan Ltd., Basingstoke, Hants. United Kingdom, pp. 63-74. ISBN 978-1-137-27506-6
Abstract
In teaching Shakespeare, scholars can use the students' prior knowledge to aid in 'unthinking' a Shakespeare play as a single or fixed unit of meaning, which enables the students to learn 'on the fly' with greater critical freedom. To do this, the scholar must draw on the latest research in the field but must also differentiate roles, allowing students to occupy the position of the 'subject supposed to know' traditionally assumed by the teacher-researcher.
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| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | © Contributors 2013. No reproduction, copy or transmission of this publication may be made without written permission. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Arts - School of Humanities and Communication (1 Apr 2011 - 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Arts - School of Humanities and Communication (1 Apr 2011 - 30 Jun 2013) |
| Date Deposited: | 12 Jul 2013 02:45 |
| Last Modified: | 21 Sep 2017 03:46 |
| Uncontrolled Keywords: | Hamlet; pedagogy; Shakespeare; didactics |
| Fields of Research (2008): | 20 Language, Communication and Culture > 2005 Literary Studies > 200503 British and Irish Literature 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 20 Language, Communication and Culture > 2005 Literary Studies > 200526 Stylistics and Textual Analysis |
| Socio-Economic Objectives (2008): | E Expanding Knowledge > 97 Expanding Knowledge > 970120 Expanding Knowledge in Language, Communication and Culture |
| Identification Number or DOI: | https://doi.org/10.1057/9781137275073 |
| URI: | http://eprints.usq.edu.au/id/eprint/23310 |
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