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Linzy Brady

Supervisors: Associate Professor Liam Semler and Associate Professor Jacqueline Manuel

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Books by Linzy Brady

Research paper thumbnail of The Taming of the Shrew (Cambridge School Shakespeare, 3rd edition)

Research paper thumbnail of The Tempest (Cambridge School Shakespeare, 3rd edition)

Research paper thumbnail of Macbeth (Cambridge School Shakespeare, 3rd edition)

Papers by Linzy Brady

Research paper thumbnail of • ‘“Telling the story my way”: Shakespearean collaboration and dialogism in the secondary school English classrooms’

Storytelling: Critical and Creative Approaches (Palgrave Macmillan), 2013

Research paper thumbnail of • ‘From domestic didacticism to compulsory examination: Drawing out school Shakespeare from 1850 to the present’

Teaching Shakespeare Beyond the Centre: Perspectives from Australasia (Palgrave Macmillan), 2013

eaching Shakespeare Beyond the Centre showcases a wide array of recent, innovative and original r... more eaching 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.

Research paper thumbnail of Shakespeare Reloaded’: teacher professional development within a collaborative learning community

Teacher Development, 2009

This paper describes an instance of continuing professional development and explores the contribu... more This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and questions the extent to which professional development should be teacher initiated, based in communities of learning and collaborative contexts, and inclusive of different perspectives within these contexts. The paper draws on the work of Mikhail Bakhtin as a theoretical framework to help identify the successful and salient features of this project, as well as its limitation and difficulties. The author draws on her experience of working with the innovative learning communities created in an ongoing project between the English Department at the University of Sydney and the English teaching staff at a Sydney‐based private boys’ school, and on in‐depth interviews and document analysis of one case study involving two teachers within this project. The perspectives of both the academic staff and the teaching staff will be used to inform the exploration of this innovative instance of collaboration and its implications for the ongoing debate about professional development.

Research paper thumbnail of • ‘Teaching Shakespeare’s plays: Not for all time, but of an age’

Metaphor (English Teachers Association), 2009

Conference Presentations by Linzy Brady

Research paper thumbnail of • ‘Unlearning and Relearning Shakespeare in the Classroom through Collaboration’ at ‘Unlearning Shakespeare’, Oxford Brookes University, Oxford. June 28, 2012.

Research paper thumbnail of • ‘Telling the story my way’: Dialogism in the Shakespeare classroom at ‘Storytelling: Literature, Language and Culture’, The University of Auckland. February 7-9, 2011

Research paper thumbnail of • ‘Telling the story my way’: Dialogism in the Shakespeare classroom at ‘Storytelling: Literature, Language and Culture’, The University of Auckland. February 7-9, 2011

Research paper thumbnail of • ‘Innovation, imagination and inspiration: teaching and researching Shakespeare through collaboration’, at ‘Shakespeare: Adaptations and Sources’, Cambridge. September 9-11, 2011

Research paper thumbnail of • ‘Telling the story my way’: Dialogism in the Shakespeare classroom at ‘Storytelling: Literature, Language and Culture’, The University of Auckland. February 7-9, 2011

Research paper thumbnail of • ‘Innovation, imagination and inspiration: teaching and researching Shakespeare through collaboration’, at ‘Shakespeare: Adaptations and Sources’, Cambridge. September 9-11, 2011

Research paper thumbnail of • Shakespeare Collaborations: Taking it back into the Classroom’ at ‘Drawing Out Shakespeare: Teaching and Learning Then and Now’, The University of Sydney and the Australian and New Zealand Shakespeare Association. 17-19th June, 2010

Research paper thumbnail of • ‘Creativity and Innovation through Collaboration’ at the International Conference on Education in Samos. July 8-10, 2010

Research paper thumbnail of • ‘“Telling the story my way”: Shakespearean collaboration and dialogism in the secondary school English classrooms’

Storytelling: Critical and Creative Approaches (Palgrave Macmillan), 2013

Research paper thumbnail of • ‘From domestic didacticism to compulsory examination: Drawing out school Shakespeare from 1850 to the present’

Teaching Shakespeare Beyond the Centre: Perspectives from Australasia (Palgrave Macmillan), 2013

eaching Shakespeare Beyond the Centre showcases a wide array of recent, innovative and original r... more eaching 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.

Research paper thumbnail of Shakespeare Reloaded’: teacher professional development within a collaborative learning community

Teacher Development, 2009

This paper describes an instance of continuing professional development and explores the contribu... more This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and questions the extent to which professional development should be teacher initiated, based in communities of learning and collaborative contexts, and inclusive of different perspectives within these contexts. The paper draws on the work of Mikhail Bakhtin as a theoretical framework to help identify the successful and salient features of this project, as well as its limitation and difficulties. The author draws on her experience of working with the innovative learning communities created in an ongoing project between the English Department at the University of Sydney and the English teaching staff at a Sydney‐based private boys’ school, and on in‐depth interviews and document analysis of one case study involving two teachers within this project. The perspectives of both the academic staff and the teaching staff will be used to inform the exploration of this innovative instance of collaboration and its implications for the ongoing debate about professional development.

Research paper thumbnail of • ‘Teaching Shakespeare’s plays: Not for all time, but of an age’

Metaphor (English Teachers Association), 2009

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