Our Research Publications

The Shakespeare Reloaded team has published a range of work based on our research and practice.

Some of the following are available online, others require a library subscription.

• Dutton, J., & Manuel, J. 'Becoming a teacher'. In W. Sawyer (Ed.), Charged with meaning: In W. Sawyer (Ed.), Charged with meaning: Becoming an English teacher (2rd edn.) (pp. 4-20), Putney: Phoenix Education. (2019).
• Hansen, Claire, ‘"Tongues in trees": Reimagining the regions through pastoral place-based pedagogy.’ Text. Special Issue 54, Writing and Researching in the Regions. (2019).
• Manuel, J. 'Affirming reading wisdom'. Literacy Learning: The Middle Years, 27(2), 12-19. (2019). 
• Manuel, J. 'Exploring some principles and pedagogies for teaching playscripts secondary English'. In W. Sawyer (Ed.), Charged with meaning: Becoming an English teacher (2rd edn.) (pp. 302-313), Putney: Phoenix Education. (2019).
• Manuel, J., & Carter, D. “Retrieving intellectual history”: Situating the Newbolt Report in the history of English curriculum in New South Wales, Australia'. English in Education, Special Issue. (2019).
• Manuel, J., & Dutton, J. 'Teachers' ways of knowing in the ‘process of becoming’: The role of pre-service teacher narratives in developing critical reflective practice and professional identity'. In S. Robinson & V. Knight (Eds.), Teacher Education Pedagogy and the Importance of Critical Thinking and Conceptualization (pp. 15-38). Hershey, Pennsylvania: IGI Global Publishers. (2019).
• Semler, Liam. 'Shakespeeding into Macbeth and The Tempest: Teaching with the Shakespeare Reloaded Website.' In Sidney Homan (ed.), How and Why We Teach Shakespeare: College Teachers and Directors Share How They Explore the Playwright's Works with Their Students. New York: Routledge, pp. 119-127. (2019).
• Carter, D., & Manuel, J. 'Early career English teachers' perspectives on teaching literature in secondary schools'. In A. Goodwyn, C. Durrant, L. Reid & L. Scherff (Eds.), International perspectives on the teaching of literature in schools: Global principles and practices, (pp. 72­88). London: Routledge. (2018).
• Carter, D., Manuel, J., & Dutton, J. 'How do secondary school English teachers score NAPLAN?: A snapshot of English teachers' views'. Australian Journal of Language and Literacy, 41(1), 92­106. (2018).
• Flaherty, Kate and Lamb, E. (Eds.) 'Introduction: Shakespeare and Riot', Shakespeare, vol 14, no. 3, pp. 199-204. (2018).
• Flaherty, Kate, 'Lest we remember: Henry V and the play of commemorative rhetoric on the Australian stage', in G McMullan, P Mead, A G Ferguson, K Flaherty and M Houlahan (Eds.), Antipodal Shakespeare: Remembering and Forgetting in Britain, Australia and New Zealand, 1916-2016, Bloomsbury, United Kingdom, pp. 145-171. (2018).
• Manuel, J., Dutton, J., & Carter, D.  “As much as I love being in the classroom …": Understanding secondary English teachers’ workload'. English in Australia, 53(3), 5-22. (2018).
• Manuel, J., & Carter, D. 'The status and relevance of the Growth model for a new generation of English teachers in New South Wales, Australia'. In A. Goodwyn, C. Durrant, W. Sawyer, D. Zancanella & L. Scherff (Eds.), The future of English teaching worldwide: Celebrating 50 years from the Dartmouth Conference, (pp. 32-48). London: Routledge. (2018).
• McMullan, G, Mead, P, Ferguson, A, Flaherty, K and Houlahan, M. (Eds.), Antipodal Shakespeare: Remembering and Forgetting in Britain, Australia and New Zealand, 1916-2016, Bloomsbury, United Kingdom. (2018).
• Semler, Liam. 'Doubtful Battle: Marlowe's Soliloquies.' In A. D. Cousins and Daniel Derrin (eds.), Shakespeare and the Soliloquy in Early Modern English Drama. Cambridge: CUP, pp. 43-55. (2018)
• Brady, Linzy and Jolyon Mitchell. ‘Theatre.’ The Oxford Handbook of Nineteenth-Century Christian Thought. Oxford University Press: Oxford,(2017).
• Flaherty, Kate, 'Cathcart vs Brooke: a Touring Actress and a Trial of Public Private Identity in the Australian Colonies', New Theatre Quarterly, vol. 33, no. 1, pp. 47-58. (2017).
• Flaherty, Kate, 'Shakespeare and Education: the Making of an Unlikely Marriage', in Jill L Levenson, Robert Ormsby (Eds.), The Shakespearean World, Routledge Taylor & Francis Group, Abingdon, UK and New York, USA, pp. 361-376pp. (2017).
• Flaherty, Kate, 'Shakespeare plays and civic strife: the Julius Caesar fiasco is nothing new'.The Guardian, (16 June 2017).
• Hansen, Claire, Shakespeare and Complexity Theory, London and New York: Routledge, (2017).
• Manuel, J., & Carter, D. 'Continuities of influence: A critical analysis of subject English in the New South Wales' secondary school curriculum of 1911'. History of Education Review, 46(1), 72­94. (2017).
• Manuel, J., & Carter, D. 'Inscribing culture: The history of prescribed text lists in senior secondary English in NSW, 1945­-1964'. In T. Dolin, J. Jones & P. Dowsett (Eds.), Required reading: Literature in Australian schools since 1945, (pp. 78­105). Melbourne: Monash University Press. (2017).
• Manuel, J., & Carter, D. 'Provenance and transformation: The history of prescribed text lists in senior secondary English in NSW, 1965­-2005'. In T. Dolin, J. Jones & P. Dowsett (Eds.), Required reading: Literature in Australian schools since 1945, (pp. 106­136). Melbourne: Monash University Press. (2017).
• Manuel, J., Brock, S., & Brock, A. 'Why English teachers matter: Some reflections on the life of Dr Paul Brock AM'. English in Australia, 52(1), 83-92. (2017).
• Semler, Liam, ‘The Seeds of Time, Part 1: SysEd and the Leviathan of Learning.’ mETAphor, issue 1, 8-14. (2017).
• Semler, Liam, ‘The Seeds of Time, Part 2: Presentism and Selfie Culture.’ mETAphor, issue 2, 5-13. (2017).
• Semler, Liam, ‘The Seeds of Time, Part 3: Macbeth Reading against Extinction.’ mETAphor, issue 4, 4-14. (2017).
• Brady, Linzy, 'Public and personal: The Cambridge School Shakespeare series and innovations in Shakespeare pedagogy', Cogent Arts & Humanities, 3(1), 1237142. (2016).
• Flaherty, Kate, '“Damn him and the spikes”: Richard III, riot, and the formation of an Australian colonial theatre public', Cogent Arts & Humanities, 3(1), 1237141. (2016).
• Flaherty, Kate, 'Hold your Fire: Utility, Play, and the Western Canon - A Response to Adam Kotsko', Australian Humanities Review, no. 60, pp. 182-185. (2016).
• Hansen, Claire, '“Not stones but men”: Publics and pedagogy in Shakespeare’s Roman plays', Cogent Arts & Humanities, 3(1), 1235854. (2016).
• Manuel, J., Goodwyn, A., & Zancanella, D. 'English through the looking glass, retrospect and prospect: Global perspectives and common ground'. English Teaching: Practice and Critique, 15(1), 2-6. (2016).
• Manuel, J., & Carter, D. 'Sustaining hope and possibility: Early­-career English teachers' perspectives on their first years of teaching'. English in Australia, 51(1), 91­103. (2016). 
• Semler, Liam, 'Prosperous teaching and the thing of darkness: Raising a Tempest in the classroom', Cogent Arts & Humanities, 3(1), 1235862.(2016).
• Ewing, R., Manuel, J., & Mortimer, A. 'Imaginative children's literature, educational drama and creative writing'. In J. Turbill, G. Barton & C. Brock (Eds.), Teaching writing in today's classrooms: Looking back to look forward, (pp. 107­122). Norwood, South Australia: Australian Literacy Educators' Association. (2015).
• Flaherty, Kate, ''Dead as Earth': Contemporary Topicality and Myths of Origin in King Lear and The Shadow King', in Peter Holland (Ed.) Shakespeare Survey: 68 Shakespeare, Origins and Originality, Cambridge University Press, Cambridge, UK, pp. 221-233. (2015).
• Hansen, Claire, ‘The complexity of dance in A Midsummer Night’s Dream’, Early Modern Literary Studies, Vol. 18, No 1 & 2 (2015). 
• Manuel, J., & Carter, D. 'Current and historical perspectives on Australian teenagers' reading practices and preferences'. Australian Journal of Language and Literacy, 38(2), 115­128. (2015).
• Manuel, J., & Carter, D. "I had been given the space to grow": An innovative model of assessment in subject English in New South Wales, Australia'. English Teaching: Practice and Critique, 14(2), 100-120. (2015).
• Manuel, J. 'Teaching writing in secondary English'. Journal of the Centre for Professional Learning, 4(1), 1-15. (2015). 
• Brady, Linzy. (Ed.) Cambridge School Shakespeare Series: The Taming of the Shrew, Cambridge: Cambridge University Press, (2014).
• Brady, Linzy. (Ed.) Cambridge School Shakespeare Series: As You Like It , Cambridge: Cambridge University Press, (2014).
• Brady, Linzy. and James, D. (Eds.) Cambridge School Shakespeare Series: Macbeth, Cambridge: Cambridge University Press, (2014).
• Brady, Linzy. and James, D. (Eds.) Cambridge School Shakespeare Series: The Tempest, Cambridge: Cambridge University Press, (2014).
• Brady, Linzy. and Coles, J. (Eds.) Cambridge School Shakespeare Series: Richard III , Cambridge: Cambridge University Press, (2014).
• Hansen, Claire, 'Creativity through complexity: identifying and using shadow networks in teaching The Merchant of Venice', English in Education 48.2: 112-127. (June 2014).
• Brady, Linzy. ‘From domestic didacticism to compulsory examination: Drawing out school Shakespeare from 1850 to the present’ in Teaching Shakespeare Beyond the Centre: Perspectives from Australasia, Basingstoke: Palgrave Macmillan, (2013).
• Brady, Linzy, '"Telling the Story My Way": Shakespearean Collaboration and Dialogism in the Secondary School English Classrooms.' In Storytelling: Critical and Creative Approaches, edited by Jan Shaw, Philippa Kelly, and Liam Semler. Palgrave Macmillan, (2013).
• Christie, William, ‘Res Theatralis Histrionica: Acting Coleridge in the Lecture Theater’. Studies in Romanticism, 52:4: 485-509. (2013).
• Flaherty, Kate, 'Monument Shakespeare and the World Stage: Reading Australian Shakespeare after 2000', in Catching Australian Theatre in the 2000s, edited by Richard Fotheringham and James Smith. Amsterdam: Rodopi, (2013).
• Flaherty, Kate, Penny Gay, and Liam Semler, (eds.), Teaching Shakespeare beyond the Centre: Australasian Perspectives. Palgrave Shakespeare Studies series. London: Palgrave Macmillan, (2013).
• Hansen, Claire, '“Who taught thee this?” Female Agency and Experiential Learning in Marlowe's Tamburlaine, The Jew of Malta, and Edward the Second',  Journal of Language, Literature and Culture, 60.3: 157-177. (December, 2013)
• Semler, Liam, Teaching Shakespeare and Marlowe: Learning versus The System. Shakespeare Now! series. Bloomsbury/Arden, (2013).
• Semler, Liam, '"Fortify yourself in your decay": Sounding Rhyme and Rhyming Effects in Shakespeare’s Sonnets". In The Oxford Handbook of Shakespeare's Poetry, edited by Jonathan Post, Oxford: Oxford University Press, pp. 449-66, (2013).
• Christie, William, ‘“An act hath three branches”: Being and Acting in Hamlet’. Sydney Studies in English, 38: 1-18. (2012).
• Gay, Penny, 'Australian Newspaper Reviewers of Shakespeare: Writing with the Head or with the Heart?', Cahiers Elisabethains, International Perspectives on Shakespearean Theatre Reviewing, Special Issue 2012: 127-132. (2012).
• Manuel, Jackie, Brindley, S. (Eds.) Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices. Kent Town, S. Aust.: Wakefield Press. (2012).
• Manuel, Jackie, 'Reading lives: Teenagers' reading practices and preferences'. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 12-37). Kent Town, S. Aust.: Wakefield Press. (2012).
• Manuel, Jackie, 'Teenagers and reading 2: Creating creative reading spaces'. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 255-271). Kent Town, S. Aust.: Wakefield Press. (2012).
• Manuel, Jackie, Broughton, M., 'What we know about teenagers and reading: A survey of research findings'. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 82-110). Kent Town, S. Aust.: Wakefield Press. (2012).
• Flaherty, Kate, Ours as We Play It: Australia Plays Shakespeare. Perth: University of Western Australia Publishing, (2011).
• Brady, Linzy, 'Teaching Shakespeare’s Plays: Not for All Time, but for a Computer Age'. mETAphor (issue 3, 2010): 40-43.
• Christie, William, ‘On Poetry’. mETAphor, 8: 30-37. (2010).
• Gay, Penny, and Kate Flaherty, 'Finding Local Habitation: Shakespeare’s Dream at Play on the Stage of Contemporary Australia'. In Shakespeare in Stages: New Theatre Histories, edited by C. Dymkowski and C. Carson. Cambridge: Cambridge University Press, pp. 229-47. (2010).
• Brady, Linzy, '"Shakespeare Reloaded": Teacher Professional Development within a Collaborative Learning Community'. Teacher Development 13.4: 335-348. (2009).
• Brady, Linzy, 'Teaching Shakespeare’s Plays: Not for All Time, but of an Age'. mETAphor, issue 2: 30-34. (2009).
• Colnan, Shauna, and Liam Semler, 'Shakespeare Reloaded (2008-10): A School and University Literature Research Collaboration.' Australian Literary Studies for Schools 1: 1-17. (2009).
• Flaherty, Kate, 'As You Like It: Re-Imagining Arden in Australian Space'. Contemporary Theatre Review 19.3: 317-330. (2009).
• Flaherty, Kate, 'Richard III, Kings’ Games: Murder, Muddy, Marry or Make Friends'. mETAphor issue 1: 43-46. (2009).
• Manuel, Jackie, Carter, D. (eds.), The English Teacher's Handbook A to Z. Australia: Phoenix Education. (2009).
• Manuel, Jackie, 'The Best Moments: Adolescents' Reading Practices and Preferences'. In Jacqueline Manuel, Paul Brock, Don Carter, Wayne Sawyer (Eds.), Imagination Innovation Creativity: Re-Visioning English in Education, (pp. 99-122). Australia: Phoenix Education. (2009).
• Semler, Liam, 'The Shakespeare Reloaded Bard Blitz: A Literary Analysis and Essay Building Module.' mETAphor, issue 4: 30-44. (2009).
• Manuel, Jackie, Anderson, M., Hughes, J., Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press. (2008).
• Christie, William, ‘Superflux and Silence in Shakespeare’s King Lear’. Sydney Studies in English, 33: 1-19. (2007).
• Semler, Liam, 'The Culture Shock of Campus Life,' Higher Education Supplement, The Australian, 29. (21 November 2007).
• Semler, Liam. 'A Proximate Prince: The Gooey Business of Hamlet Criticism', Sydney Studies in English 32: 97-122.​ (2006).
• Christie, William, ‘A Recent History of Poetic Difficulty’. English Literary History, 67: 539-64. (2000).
• Christie, William, ‘“Whaur’s Yer Wullie Shakespeare Noo?”: Literary Influence V’. Arts (The Journal of the Sydney University Arts Association), 21: 65-92. (1999).