GAIL ASHTON has spent fifteen years in the teaching profession, guiding students in a variety of schools. She has recently completed a doctorate in Medieval Literature.

"Over the past decade, the way we think about medieval romance has fundamentally changed. From a literary form once associated with escapism, we are beginning to think about romance as an expression of difficult and complex desires associated with gender, sexuality, national identity, social class, and even race and empire. Gail Ashton's guide renders these new approaches clear and accessible and does so in a way that gives us a way of teaching not only medieval romance, but premodern literature in general, in the twenty-first century." - John Ganim, Professor of English, University of California, Riverside, USA

• Series PrefacePart I: Contexts1. Social and cultural contexts2. Literary contextsReview, Reading and ResearchPart II: Texts3. Readings of key textsReview, Reading and ResearchPart III: Wider contexts4. Critical contexts5. Afterlives and adaptationsReview, Reading and ResearchBibliographyIndex

GAIL ASHTON has spent fifteen years in the teaching profession, guiding students in a variety of schools. She has recently completed a doctorate in Medieval Literature.

"Over the past decade, the way we think about medieval romance has fundamentally changed. From a literary form once associated with escapism, we are beginning to think about romance as an expression of difficult and complex desires associated with gender, sexuality, national identity, social class, and even race and empire. Gail Ashton's guide renders these new approaches clear and accessible and does so in a way that gives us a way of teaching not only medieval romance, but premodern literature in general, in the twenty-first century." - John Ganim, Professor of English, University of California, Riverside, USA

• Series PrefacePart I: Contexts1. Social and cultural contexts2. Literary contextsReview, Reading and ResearchPart II: Texts3. Readings of key textsReview, Reading and ResearchPart III: Wider contexts4. Critical contexts5. Afterlives and adaptationsReview, Reading and ResearchBibliographyIndex

GAIL ASHTON has spent fifteen years in the teaching profession, guiding students in a variety of schools. She has recently completed a doctorate in Medieval Literature.

"Over the past decade, the way we think about medieval romance has fundamentally changed. From a literary form once associated with escapism, we are beginning to think about romance as an expression of difficult and complex desires associated with gender, sexuality, national identity, social class, and even race and empire. Gail Ashton's guide renders these new approaches clear and accessible and does so in a way that gives us a way of teaching not only medieval romance, but premodern literature in general, in the twenty-first century." - John Ganim, Professor of English, University of California, Riverside, USA

• Series PrefacePart I: Contexts1. Social and cultural contexts2. Literary contextsReview, Reading and ResearchPart II: Texts3. Readings of key textsReview, Reading and ResearchPart III: Wider contexts4. Critical contexts5. Afterlives and adaptationsReview, Reading and ResearchBibliographyIndex