Hamlet stands as a high water mark of canonical art, yet it has equally attracted rebels and experimenters, those avant-garde writers, dramatists, performers, and filmmakers who, in their adaptations and appropriations, seek new ways of expressing innovative and challenging thoughts in the hope that they can change perceptions of their own world. One reason for this, as the book argues, is that the source text that is their inspiration was written in the same spirit. Hamlet as a work of art exhibits many aspects of the “vanguard” movements in every society and artistic milieux, an avant-garde vision of struggle against conformity, which retains an edge of provocative novelty.

Was Shakespeare really the original genius he has appeared to be since the eighteenth century, a poet whose words came from nature itself?
The contributors to this volume propose that Shakespeare was not the poet of nature, but rather that he is a genius of rewriting and re-creation, someone able to generate a new language and new ways of seeing the world by orchestrating existing social and literary vocabularies. Each chapter in the volume begins with a key word or phrase from Shakespeare and builds toward a broader consideration of the social, poetic, and theatrical dimensions of his language.

Eminent Northrop Frye scholar Robert D. Denham explores the connection between Frye and twelve writers who influenced his thinking but about whom he didn’t write anything expansive. Denham draws especially on Frye’s notebooks and other previously unpublished texts, now available in the "Collected Works of Frye." Such varied thinkers as Aristotle, Lewis Carroll, Soren Kierkegaard, and Paul Tillich emerge as important figures in defining Frye’s cross-disciplinary interests. Eventually, the twelve “Others” of the title come to represent a space occupied by writers whose interests paralleled Frye’s and helped to establish his own critical universe.

Literature in the Language Classroom

This is a practical guide for practising teachers of English and teachers in training. It offers teachers a rationale and a variety of imaginative techniques for integrating literature work with language teaching. 

For more than a decade now a steadily growing chorus of voices has announced that the 'postmodern' literature, art, thought and culture of the late 20th century have come to an end. At the same time as this, the early years of the 21st century have seen a stream of critical formulations proclaiming a successor to postmodernism. Intriguing and exciting new terms such as 'remodernism', 'performatism', 'hypermodernism', 'automodernism", 'renewalism', 'altermodernism', 'digimodernism' and 'metamodernism' have been coined, proposed and debated as terms for what comes after the postmodern. Supplanting the Postmodern is the first anthology to collect the key writings in these debates in one place.