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Describes effective learning strategies employed in grammar schools in Shakespeare's England, focusing on the importance of humanist education and the arts, emphasizing the importance of rhetorical skills including oratory. Imagines Shakespeare's education and influences. Points to Erasmus's influence in grammar schools and on Shakespeare. Offers suggestions for today's educators based on Elizabethan practices.

Shows how Macbeth is an important intertext in David Dabydeen's poem "Turner." English summary.

Includes one essay on Shakespeare.

Describes Shakespeare's influence on European Romantic writers and their impact on his reputation, with an emphasis on Voltaire and Goethe, among many other literary and theatrical figures. Shows how Shakespearean revivals and adaptations impacted pantomime, melodrama, and acting techniques. 

Includes one essay on Shakespeare.

Drawing on evidence from Merchant of Venice and Femi Osofisan's Love's Unlike Lading (q.v.), an adaptation of Merchant and Love's Labor's Lost, to argue against "the Nigerian government integrat[ing] Ponzi schemes into its financial system." English summary, 67.

Play based on Merchant of Venice and Love's Labor's Lost.

Suggests that the "relationship between poetic language and the bodies of oppressed people is anything but obvious or obviously good." Describes teaching Romeo Must Die (q.v.) and suggests that in order to save Shakespeare in our schools calls for a rejection of "Shakespeare-as-poetry."  English summary, xv.

Considers biraciality in Shakespeare's plays and impact and affect of biracial Shakespeare instructors, describing "experiences of inscrutability and suspicions of ontological hybridity." Proposes a course, Shakespeare's Mixed Stock, to explore Shakespeare's biracial characters, learn from archival documents, and invite "wonder" as a form of inquiry into existing scholarly and archival silences. English summary, xiv.

Describes teaching Rape of Lucrece and chastity culture at a Catholic university; underlines value of fostering inquiry. Points to students preconceptions about Shakespeare, gender, race, and the canon. English summary, xiii-xiv.