Miss Claire Hansen

BA (Hons, First Class)(Sydney)
PhD Candidate
Research assistant
Casual lecturer and Tutor


Website Shakespeare Reloaded

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Biographical details

Claire Hansen is a PhD candidate and Postgraduate Teaching Fellow at the University of Sydney. Her thesis is centred on the ways in which complexity theory can be used in Shakespeare studies. This research forms part of a broader team project called 'Better Strangers', led by Associate Professor Liam Semler. The project aims to explore innovative ways of teaching and learning Shakespeare. Claire has a forthcoming publication in the Journal of Language, Literature and Culture.

Research interests

  • Early modern drama
  • Shakespeare studies
  • Complexity theory
  • Pedagogy
  • Early modern performance practice
  • Christopher Marlowe
  • Women in early modern drama
  • Science and literature

Research Groups

  • Early Modern Literature and Culture (EMLAC)

Teaching and supervision

  • ENGL2607 - Classical to Renaissance Drama
  • ENGL2640 - Shakespeare
  • ENGL2658 - Love and Desire in Early Modern England
  • ENGL1009 - Reading English Texts

Current projects

  • Part of 'Better Strangers' Project, led by Associate Professor Liam Semler
  • Forthcoming publication: Hansen, C. ‘The complexity of dance in A Midsummer Night’s Dream’, Early Modern Literary Studies.

Associations

  • Member of ANZAMEMS

Awards and honours

  • Dean's Citation for Excellence in Teaching (Tutorials) (2013)
  • University of Sydney Postgraduate Teaching Fellowship (2013)
  • ANZAMEMS Postgraduate Bursaries (2012)
  • Australian Postgraduate Award (2011-2014)

Recent Conference Presentations

  • Hansen, C. (2014), Complexifying Shakespeare, ANZSA Conference, University of Southern Queensland
  • Hansen, C. (2013), Complexity theory and pedagogy, AULLA Conference, University of Queensland
  • Hansen, C. (2013), The complexity of dance in Shakespeare's A Midsummer Night's Dream, ANZAMEMS 9th Biennial International Conference, Melbourne.
  • Hansen, C. (2012), 'Such branches of learning': implications and applications for the use of complexity theory in teaching Shakespeare's The Merchant of Venice at secondary and tertiary levels, Unlearning Shakespeare Symposium, Oxford Brookes University, Oxford, UK.
  • Hansen, C. (2012), '[L]ike a tangled chain; nothing impaired, but all disordered': complexity theory, pedagogy and systemising Shakespeare's A Midsummer Night's Dream, Fourteenth Annual British Graduate Conference, Shakespeare Institute (University of Birmingham), Stratford-upon-Avon, UK.

Selected grants

2011

  • Better Strangers: Creativity and Complexity in Literature and Drama Learning; Semler L, Christie W, Gay P, Flaherty K, Manuel J, Hansen C; Barker College/Research Support.

Selected publications

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Journals

  • Hansen, C. (2014). Creativity through Complexity: Identifying and Using Shadow Networks in Teaching 'The Merchant of Venice'. English in Education, 48(2), 112-127. [More Information]
  • Hansen, C. (2013). '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. [More Information]

2014

  • Hansen, C. (2014). Creativity through Complexity: Identifying and Using Shadow Networks in Teaching 'The Merchant of Venice'. English in Education, 48(2), 112-127. [More Information]

2013

  • Hansen, C. (2013). '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. [More Information]

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