Centering on the difficult and important subject of medieval rape culture, this book brings Middle English and Scots texts into conversation with contemporary discourses on sexual assault and the #MeToo movement. The book explores the topic in the late medieval lyric genre known as the pastourelle and in related literary works, including chivalric romance, devotional lyric, saints’ lives, and the works of major authors such as Margery Kempe and William Dunbar. By engaging issues that are important to feminist activism today—the gray areas of sexual consent, the enduring myth of false rape allegations, and the emancipatory potential of writing about survival—this volume demonstrates how the radical terms of the pastourelle might reshape our own thinking about consent, agency, and survivors’ speech and help uncover cultural scripts for talking about sexual violence today. In addition to embodying the possibilities of medievalist feminist criticism after #MeToo, Rape Culture and Female Resistance in Late Medieval Literature includes an edition of sixteen Middle English and Middle Scots pastourelles. The poems are presented in a critical framework specifically tailored to the undergraduate classroom. Along with the editors, the contributors to this volume include Lucy M. Allen-Goss, Suzanne M. Edwards, Mary C. Flannery, Katharine W. Jager, Scott David Miller, Elizabeth Robertson, Courtney E. Rydel, and Amy N. Vines.

In Obscene Pedagogies, Carissa M. Harris investigates the relationship between obscenity, gender, and pedagogy in Middle English and Middle Scots literary texts from 1300 to 1580 to show how sexually explicit and defiantly vulgar speech taught readers and listeners about sexual behavior and consent. Through innovative close readings of literary texts including erotic lyrics, single-woman's songs, debate poems between men and women, Scottish insult poetry battles, and The Canterbury Tales, Harris demonstrates how through its transgressive charge and galvanizing shock value, obscenity taught audiences about gender, sex, pleasure, and power in ways both positive and harmful. Harris's own voice, proudly witty and sharply polemical, inspires the reader to address these medieval texts with an eye on contemporary issues of gender, violence, and misogyny.

In thirteen studies of representations of rape in Medieval and Early Modern literature by such authors as Chaucer, Shakespeare and Spenser, this volume argues that some form of sexual violence against women serves as a foundation of Western culture. The volume has two purposes: first, to explore the resistance these pervasive representations generate and have generated for readers - especially for the female reader- and second, to explore what these representations tell us about social formations governing the relationships between men and women. More particularly, Rose and Robertson are interested in how representations of rape manifest a given culture's understanding of the female subject in society.

Centering on the difficult and important subject of medieval rape culture, this book brings Middle English and Scots texts into conversation with contemporary discourses on sexual assault and the #MeToo movement. The book explores the topic in the late medieval lyric genre known as the pastourelle and in related literary works, including chivalric romance, devotional lyric, saints’ lives, and the works of major authors such as Margery Kempe and William Dunbar. By engaging issues that are important to feminist activism today—the gray areas of sexual consent, the enduring myth of false rape allegations, and the emancipatory potential of writing about survival—this volume demonstrates how the radical terms of the pastourelle might reshape our own thinking about consent, agency, and survivors’ speech and help uncover cultural scripts for talking about sexual violence today. In addition to embodying the possibilities of medievalist feminist criticism after #MeToo, Rape Culture and Female Resistance in Late Medieval Literature includes an edition of sixteen Middle English and Middle Scots pastourelles. The poems are presented in a critical framework specifically tailored to the undergraduate classroom. Along with the editors, the contributors to this volume include Lucy M. Allen-Goss, Suzanne M. Edwards, Mary C. Flannery, Katharine W. Jager, Scott David Miller, Elizabeth Robertson, Courtney E. Rydel, and Amy N. Vines.

In this study of sexual violence and rape in French medieval literature and law, Kathryn Gravdal examines an array of famous works never before analyzed in connection with sexual violence. Gravdal demonstrates the variety of techniques through which medieval discourse made rape acceptable: sometimes through humor and aestheticization, sometimes through the use of social and political themes, but especially through the romanticism of rape scenes.

Contrary to modern assumptions, sexual violence and rape were treated as severe crimes in the Middle Ages. This book examines the testimony in medieval and early modern German literature and traces the discourse on both aspects from the twelfth through the sixteenth centuries. Most comments about rape come from male writers, and medieval literature contains numerous examples of rape scenes which are mostly viewed highly critically. Previous studies on this topic have focused on English, French, and Italian literature, whereas here the emphasis rests on German examples.

"Teachers of medieval literature help students bridge the temporal, contextual, and linguistic gulfs between the Middle Ages and the twenty-first century. When episodes involving rape are thrown into the mix, that task becomes even more difficult. The essays in this volume approach these difficult texts in ways that are both academically and ethically sound, recognizing that students and teachers bring a variety of experiences to the classroom that necessarily color the reception of a given work. At a time when colleges and universities are tasked with finding new solutions to the problem of sexual violence, this volume proposes ways educators can help students navigate the perceived divide between in- and out-of-class experiences. The contributors-from community colleges, small liberal arts colleges, and large state universities-offer suggestions for classroom activities and assignments for a range of medieval texts, as well as insight into the concerns of students in various settings."--Bloomsbury Publishing.