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What makes Shakespeare centrally 'exceptional' to the current humanities curriculum, a measure and minimum unit for University administrations and the general public to recognise the activity of 'the humanities'? The contributing authors of essays in this issue of the Yearbook ask how we might push this question beyond familiar categories of the exceptional, the superlative, the above, beyond, below, or even the normative and familiar, in order to scale Shakespeare historically, canonically, and ontologically in relation to 'the human'. Each essay offers a case study devoted to Shakespeare's...