"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.

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.

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.

Literature has always recorded a history of patriarchy, sexual violence, and resistance. Academics have been using literature to expose and critique this violence and domination for half a century. But the continued potency of #MeToo after its 2017 explosion adds new urgency and wider awareness about these issues, while revealing new ways in which rape culture shapes our everyday lives. This intersectional guide helps readers, students, teachers, and scholars face and challenge our culture of sexual violence by confronting it through the study of literature. #MeToo and Literary Studies gathers essays on literature from Ovid to Carmen Maria Machado, by academics working across the United States and around the world, who offer clear ways of using our reading, teaching, and critical practices to address rape culture and sexual violence. It also examines the promise and limitations of the #MeToo movement itself, speaking to the productive use of social media as well as to the voices that the movement has so far muted. In uniting diverse voices to enable the #MeToo movement to reshape literary studies, this book is also committed to the idea that the way we read and write about literature can make real change in the world.

One of the most influential texts of its time, the Romance of the Rose offers readers a window into the world view of the late Middle Ages in Europe, including notions of moral philosophy and courtly love. Yet the Rose also explores topics that remain relevant to readers today, such as gender, desire, and the power of speech. Students, however, can find the work challenging because of its dual authorship by Guillaume de Lorris and Jean de Meun, its structure as an allegorical dream vision, and its encyclopedic length and scope. The essays in this volume offer strategies for teaching the poem with confidence and enjoyment. Part 1, "Materials," suggests helpful background resources. Part 2, "Approaches," presents contexts, critical approaches, and strategies for teaching the work and its classical and medieval sources, illustrations, and adaptations as well as the intellectual debates that surrounded it.

This teaching anthology collects texts from the vast archive of medieval Arthurian literature. It includes selections from mainstream canonical authors, such as Geoffrey of Monmouth and Malory, and more peripheral works, such as the Melech Artus (a 12th-century Hebrew text) and the Dutch Morien (featuring a black knight). Characters and authors showcase the diversity of race, religion, gender, and gender orientation of the Arthurian tradition. The anthology and its accompanying website offer a variety of genres, ranging from visual art to historical chronicles and from romance to drama. Arthurian works, while concentrated in England, France, and Wales, are found across medieval Europe, and thus this anthology includes texts from Iceland to Greece. The Broadview Anthology of Medieval Arthurian Literature is ideally suited to teaching: it includes full texts, such as Chrétien de Troyes’ Knight of the Cart, Chaucer’s Wife of Bath’s Tale, and the anonymous Sir Gawain and the Green Knight, for classes that wish to study a whole work in depth; it also includes shorter excerpts of parallel incidents, such as the Uther and Igraine story, so that students can compare a story’s treatment by different authors. Marginal glosses assist students with the Middle English texts, while introductory notes and explanatory footnotes give students necessary background information.