Overview

Drawing from theatre, English studies, and art history, among others, these essays discuss the challenges and rewards of teaching medieval and early modern texts in the 21st-century university. Topics range from the intersections of race, religion, gender, and nation in cross-cultural encounters to the use of popular culture as pedagogical tools.

Full Product Details

Author:   K. Attar ,  L. Shutters
Publisher:   Palgrave Macmillan
Imprint:   Palgrave Macmillan
Dimensions:   Width: 14.00cm , Height: 1.80cm , Length: 21.60cm
Weight:   4.532kg
ISBN:  

9781137481337

ISBN 10:   1137481331
Pages:   253
Publication Date:   17 December 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword; Lisa Lampert-Weissig Introduction; Karina F. Attar and Lynn Shutters PART I: SYNCHRONIC CROSS-CULTURAL ENCOUNTERS 1. Andalusian Iberias: From Spanish to Iberian Literature; Seth Kimmel 2. Using Feminist Pedagogy to Explore Connectivity in the Medieval Mediterranean; Megan Moore 3. A Journey through the Silk Road in a Cosmopolitan Classroom; Kyunghee Pyun 4. Teaching English Travel Writing from 1500 to the Present; Elizabeth Pentland 5. Stranger than Fiction: Early Modern Travel Narratives and the Antiracist Classroom; Julia Schleck 6. Different Shakespeares: Thinking Globally in an Early Modern Literature Course; Barbara Sebek PART II: SYNCHRONIC AND DIACHRONIC CROSS-CULTURAL ENCOUNTERS 7. The Moor of America: Approaching the Crisis of Race and Religion in the Renaissance and the Twenty-First Century; Ambereen Dadabhoy 8. 'Real' Bodies? Race, Corporality, and Contradiction in The Arabian Nights and Pier Paolo Pasolini's Il fiore delle mille e una notte (1974); Andrea Mirabileand Lynn Ramey 9. Encountering Saracens in Italian Chivalric Epic and Folk Performance Traditions; Jo Ann Cavallo 10. Beowulf as Hero of Empire; Janice Hawes PART III: DIACHRONIC CROSS-CULTURAL ENCOUNTERS 11. Resurrecting Callimachus : Pop Music, Puppets, and the Necessity of Performance in Teaching Medieval Drama; Jenna Soleo-Shanks 12. Teaching Chaucer through Convergence Culture: The New Media Middle Ages as Cross-Cultural Encounter; Tison Pugh

Reviews

In this volume, Attar and Shutters have given us an invaluable and remarkably rich resource for the teaching and study of cross-cultural encounter in the medieval and early modern worlds. As the global premodern asserts itself increasingly in scholarship and the classroom, this book will provide an indispensable starting point for those seeking to broaden and challenge their views of transcultural contact and transmission. A stellar collection. - Bruce Holsinger, Professor of English, University of Virginia, USA, and author of Neomedievalism, Neoconservatism, and the War on Terror The past is not what it used to be: a diverse, roiled, polyglot, globalized, culturally hybrid, and perpetually contested expanse unfolds where the simple origins of Europe used to be. The great strength of this well written, beautifully conceived volume is its emphasis on how to bring this temporally thick, cross-cultural past into the classroom. An exemplary work of pedagogy in action, this book should be read by anyone who cares about how the medieval and early modern periods are taught. - Jeffrey J. Cohen, Professor of English, George Washington University, USA and author of Stone: An Ecology of the Inhuman (forthcoming) This timely and innovative collection makes a strong argument for the relevance of the humanities' traditional core - the study of medieval and early modern literature and culture - as transformed and transmitted in the globalized classrooms of the twenty-first century. Rigorously and relevantly attending to a diverse range of texts, theories, and practices for teaching cross-cultural and -temporal encounters, its twelve original essays constitute an important intervention into critical, pedagogical, and policy debates across a range of disciplines and institutions. This collection is bound to become an indispensable resource for researchers, teachers, and students of medieval and early modern studies, as well as pedagogical, performance, and postcolonial studies more broadly. - Bernadette Andrea, Professor of English, University of Texas at San Antonio, USA This well-researched and timely collection encourages scholars, teachers, and students to reconsider the medieval and early modern worlds as multicultural, global, and culturally diverse milieux. Perhaps most excitingly, the collection also traces the paths of cultural appropriations historically and in particular political or imperial contexts. Its impressive range stretches from folk-tale to digital artefacts and its readings are 'presentist' in the best sense of that word. - Sujata Iyengar, Professor of English, University of Georgia, USA and author of Shades of Difference: Mythologies of Skin-Color in Early Modern England and Shakespeare's Medical Language, Co-editor and co-founder of Borrowers and Lenders: The Journal of Shakespeare and Appropriation

This timely and innovative collection makes a strong argument for the relevance of the humanities' traditional core - the study of medieval and early modern literature and culture - as transformed and transmitted in the globalized classrooms of the twenty-first century. Rigorously and relevantly attending to a diverse range of texts, theories, and practices for teaching cross-cultural and -temporal encounters, its twelve original essays constitute an important intervention into critical, pedagogical, and policy debates across a range of disciplines and institutions. This collection is bound to become an indispensable resource for researchers, teachers, and students of medieval and early modern studies, as well as pedagogical, performance, and postcolonial studies more broadly. - Bernadette Andrea, Professor of English, University of Texas at San Antonio

Author Information

Jo Ann Cavallo, Columbia University, USA Ambereen Dadabhoy, Harvey Mudd College, USA Janice Hawes, South Carolina State University, USA Seth Kimmel, Columbia University, USA Lisa Lampert-Weissig, University of California, San Diego, USA Andrea Mirabile, Vanderbilt University, USA Megan Moore, University of Missouri, USA Elizabeth Pentland, York University, Canada Tison Pugh, University of Central Florida, USA Kyunghee Pyun, The Fashion Institute of Technology, SUNY, USA Lynn Ramey, Vanderbilt University, USA Julia Schleck, University of Nebraska-Lincoln, USA Barbara Sebek, Colorado State University, USA Jenna Soleo-Shanks, University of Minnesota Duluth, USA

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