Schools and universities are fast becoming managerial `courts' of learning in which educators and students are system creatures busily fulfilling system protocols. Any teacher or academic yearning for fresh and authentic approaches to their discipline must first find ways to imagine possibilities beyond the system's limits.

This book sounds the depths of the problem in respect to Literary Studies and proposes strategies for effecting voluntary `exile' from court in pursuit of more imaginative approaches to the teaching and learning of Shakespeare and Marlowe.