New Chaucer Studies: Pedagogy and Profession最新文献

{"title":"Editors’ Introduction: #MeToo, Medieval Literature, and Trauma-Informed Pedagogy","authors":"C. Barrington, L. Lampert-Weissig, Katie Little, Eva von Contzen","doi":"10.5070/nc32152810","DOIUrl":"https://doi.org/10.5070/nc32152810","url":null,"abstract":"This issue explores some best practices for confronting issues of sexual violence in medieval literary texts with a generation of students attuned to identifying and condemning sexual harassment and assault. Because many of our students—whatever their gender identification—have histories with many kinds of sexual harm, articles by Carissa M. Harris, Sarah Powrie, and Sara Torres and Rebecca McNamara offer thoughtful, trauma-informed pedagogical approaches to aid us as we approach these difficult texts. Our fourth article, by Holly A. Crocker, illuminates the deep-rooted systems that feed women’s vulnerability and work to silence even the strongest among us. Barrington et alia: Introduction New Chaucer Studies: Pedagogy and Profession 2.1: 1-9. 2 https://escholarship.org/uc/ncs_pedagogyandprofession/| ISSN: 2766-1768. When we solicited articles for this, the second, issue of New Chaucer Studies: Pedagogy and Profession, we chose for our topic one of the most pressing issues in schools and workplaces today: sexual assault and harassment. We all knew how generations of women have had to navigate hostile (whether openly or latently) environments and have suffered many kinds of harm, from aggressive language to violence. We also knew that we likely teach texts every term that take sexual assault for granted or present it in admiring or glamorizing terms. We also knew we teach texts written by men, such as Geoffrey Chaucer and Thomas Malory, who were themselves accused of rape. The time seemed ripe for exploring how best to confront these issues with a generation of students attuned to identifying and condemning sexual violence. The wheels of academic journals move slowly. Two years have passed since we first publicized our call for papers. And though much has happened in the intervening years—the global COVID-19 pandemic, #BlackLivesMatter marches, increasing climate instability, an attempted coup d’etat in the United States, the UK’s exit from the EU, and protests against authoritarian governments in Hong Kong, Myanmar, and Uganda—these dramatic events have not made #MeToo feel like old news. Sexual assault not only continues to grab headlines, but fear of sexual assault continues to shape the ways individuals move through the world, throughout the world (Smith). While many other topics demand our attention, #MeToo hasn’t lost its relevance or left our classrooms. After its dramatic emergence in 2017, #MeToo continues to re-shape our preconceived notions. To see this re-shaping, we first offer two examples drawn from recent cinema. Emerald Fennell’s Promising Young Woman (2020) depicts not a woman’s rape but her friend’s systematic revenge in a startingly empowering response to sexual violence (Buchanan 2020). In this film, however, revenge (as temporarily satisfying as it might be) becomes less important than reconstructing the initial narrative, from “everyone was drunk and just having a good time” to “a rape happened while many bystanders encourag","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"9 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130159426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chaucer and Beowulf in Germany and the Survival of International Medieval Studies","authors":"A. Johnston","doi":"10.5070/nc31150570","DOIUrl":"https://doi.org/10.5070/nc31150570","url":null,"abstract":"Johnston examines the lessons to be learned from the precarious position of Medieval English Studies in Germany. While German universities are attracting a growing number of English-speaking graduate students, Medieval English Studies in Germany has been increasingly modeling itself on programs in leading Anglophone universities and increasingly hiring non-“German” faculty. Consequently, the gap between the scholarly community in Medieval English Studies and that in Medieval German Studies has widened, leaving Medieval English Studies untethered to either German medievalists or Anglophone medievalists. Ironically, because funding mechanisms value cross-disciplinary collaboration, Germany’s Medieval English scholars frequently work across departments and programs, establishing collaborations that they might otherwise overlook. Because a truly global Medieval Studies requires engagements outside nationalist interests and across multiple perspectives, the collaborations forged by German scholars focusing on Medieval English Studies may provide a model for ways we can actively engage with and learn from one another.","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122605618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"U.S. Public Higher Education, General Education, and the Medievalist","authors":"D. Kline","doi":"10.5070/nc31150571","DOIUrl":"https://doi.org/10.5070/nc31150571","url":null,"abstract":"","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127129923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on Chaucer, Pedagogy, and the Profession of Medieval Studies","authors":"A. Bale","doi":"10.5070/nc31150569","DOIUrl":"https://doi.org/10.5070/nc31150569","url":null,"abstract":"Bale’s doctoral research on the representation of Jews in medieval English literature led him to realize that he turned to the late-medieval period seeking not its hospitality but rather its challenges, especially the questions it forces us to ask about ourselves. For Bale, an important question deals with who is allowed within the precincts of Medieval Studies. As the data bears out, the UK’s educational system has been a gatekeeper effectively limiting who takes our courses and, eventually, who teaches our courses and conducts research in our field. To ensure greater access to Medieval Studies, Bale suggests such practical steps as being aware of attainment gaps, avoiding exclusionary behavior, requiring unconscious bias training, and targeting funding for intersectional exclusions. Unless educators remain focused on access issues, Brexit and the Covid-19 pandemic will to easily distract them and aggravate the disparities. Rather than looking for ourselves in the medieval past, we must see that its alterity requires we seek out alternate perspectives.","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126336656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Notes on Experimentation, June 2020","authors":"Carolyn Dinshaw","doi":"10.5070/nc31150572","DOIUrl":"https://doi.org/10.5070/nc31150572","url":null,"abstract":"","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128527190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editors' Introduction","authors":"L. Lampert-Weissig, K. Little, Eva von Contzen, C. Barrington","doi":"10.5070/nc31150568","DOIUrl":"https://doi.org/10.5070/nc31150568","url":null,"abstract":"","PeriodicalId":447995,"journal":{"name":"New Chaucer Studies: Pedagogy and Profession","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125919156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}