Browse Items (16471 total)

Contemplates "Medieval English Studies in Germany" as a model for cultivating a "truly global," interdisciplinary ideal of medieval studies, describing critical trends, boundaries, and bridges in several subdisciplines, and commenting briefly on the…

Describes the launch of a new electronic journal related to the study of Chaucer, "New Chaucer Studies: Pedagogy & Profession," and summarizes the contents of the inaugural issue.

Advocates robust participation in academic "shared governance" and general education curricula as a way for medievalists to serve their own professional interests; includes opinions about how Chaucerians are well equipped for such participation.

Assesses the need for experimentation in current educational endeavors, considered in light of the provocative "failure" of the "Strawberry Creek College" (officially, the "Collegiate Seminar Program") of University of California, Berkeley, and the…

Recounts personal experiences of studying PrT and its reception as a prelude to examining the role and status of medieval studies in twenty-first-century British educational culture, particularly its inequalities, colonialisms, and appropriations,…

Reports on contemporary cultural conditions for teaching medieval narratives about rape, and summarizes the contents of this issue of the journal. Includes brief comments on modern responses to "Cecily Chaumpaigne's charges against Geoffrey Chaucer…

Confronts the humor and "problematic sexual biases evident" in TC. Focuses on the consummation scene of Book III and the ways that "#MeToo activism" can inform a conversational pedagogy for engaging with the text, including analysis of the narrator's…

Offers pedagogical strategies for confronting "literary representations of sexual violence" in a range of medieval romances and novelle within story collections, including KnT; FranT; and works by Malory, Boccaccio, Gower, and Marguerite de Navarre.…

Reports on the author's completing a Ph.D. in medieval English and pursuing a career during the COVID-19 pandemic; includes comments on the "clear parallel" between teaching Chaucer's works and teaching online courses generally.

Identifies two projects in Chaucer studies--John M. Manly and Edith Rickert's early twentieth-century "Chaucer Research Project" and Ingham's own graduate research practicum, "Experiments in the Humanities Lab"--as evidence of ongoing reclamation and…

Responds to earlier essays in NCSPP, adding comments on the sexual biases of the opening of GP, comparison of the Man in Black of BD and Marie de France's Guigemar, Chauce''s (and others') self-deprecation as a form of (sexualized) power, and…

Offers pedagogical justification for using Brian Helgeland's movie "A Knight's Tale" in multicultural teaching, with attention to the movie's brief mention of BD and discussion of the poem's usefulness in broadening student awareness.

Discusses in dialogue format a hybrid "general education honors course focusing on the description, understanding, and classification of animals over time," including comments on the use of PF in this course and syllabi for it from 2019 and 2021.

Describes the history of digitizing the journal SAC, commenting on the future of print journals and "the overall impact of digitization on scholarly societies."

Recounts the composition of a "troubadour-style" version of WBPT set to music (lyrics and link to audio recording included), describing its usefulness in teaching of Chaucer's work and various other benefits of using music in teaching English…

Describes "the author's work as a translator" of CT "and how she uses this translation in the classroom."

Comments on editing SAC and offers personal and historical perspective on the journal's development.

Explores "imperfect analogies between Chaucerian poetics and border theory/pedagogy," reporting on classroom experiences and discussing what Chaucer can teach us about "inhabiting borderlands."

Asks "[w]hat kind of stories could let . . . refugees be admitted to the category 'Australian,' in a more inclusive version of [the] actual and potential inhabitants" of the nation? Explores how and to what extent CT might be a useful model for…

Explores the pedagogical possibilities of using Kate Heartfield's "The Road to Canterbury" (2018)--a "contemporary gamified adaptation" of Chaucer's life, world, and CT. Comments generally on using "interactive fiction" in the classroom, describes…

Introduces a cross-cultural classroom "assignment in which students make their own adaptations of Middle English texts," discussing three samples of undergraduate student projects as examples--on "Sir Orfeo," "Sir Gowther," and TC respectively. The…

Outlines "the lesson plan and pedagogical approach" (with course description and syllabus) for a senior, undergraduate course called "Retelling, Rereading, Rethinking--the Afterlife of Medieval Texts in Contemporary Literature." Includes explanation…

Reflects on practical and theoretical issues in teaching CT, especially the usefulness (or not) of translations, glossaries, dictionaries, and the Norton edition of the work. Includes personal reminiscences.

Describes the theory and practice of a course on "Medieval Fanfiction," focusing on an adaptation of WBPT—"The Seconde Tale of the Wyf of Bath" by Beth H [sic]. Includes a sample syllabus and sample handouts. The course readings include Chaucer's…

Offers "an imaginary conversation between myself and the texts that feature on a final-year Undergraduate Module that I teach in a UK university," a course called "ReMix: Chaucer in the Then and Now." The course readings feature TC, CT, Lavinia…