Teaching the Middle Ages – serie

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.

This collection explores playful ways of fostering creative engagements with the medieval and early modern past and its own literary and artistic products, especially among those new to their study.As scholars and teachers of early English, the contributors cover literary and cultural material from a range of genres within the Old English, Middle English, Tudor, and Stuart periods and collectively delve into a shared interest in facilitating what we might loosely define as “newcomer” or “non-specialist” encounters with the past: initial, exploratory contact in which prior knowledge cannot be assumed, whether involving creative professionals, experts from other disciplines, undergraduate and school students, or members of the public. Considering artworks and installation, theatre and performance and curation practices, case studies offer practice-based examples of learning and engagement which proceed primarily through creative and playful approaches. The case studies are arranged into two broad groups: those which work through performance and theatrical play of various kinds, and those which work through playful practices of production and making. All share a perspective of irreverence, of vivid immersion, and of the possibilities of conjuring with the past.

Teaching medieval history should engage students in the real work of professional medievalists. However, many undergraduate courses rely on instructional strategies that only engage students in rote retention of medieval "stuff" and unsupported writing assignments. With trends in the USA and elsewhere showing declining undergraduate enrollment in the humanities and an increasing number of questions from university administrators regarding the utility of the liberal arts, historians need to reassess how they teach. Project-based learning (PBL) is one approach that may help medieval history instructors offer coursework that is more engaging for today's undergraduate students and provide administrators a clearer picture of the utility of studying the past. The pedagogy of PBL actively engages students in projects reflective of the real work being done by medievalists, allowing instructors to move beyond the traditional narrative found in many undergraduate survey courses. This book provides an overview of PBL theory, methods for incorporating PBL into an undergraduate medieval history course, instructional strategies, scalable assessment formats, and other resources useful for any history classroom.

This book is a collection of essays offering a wide range of approaches to teaching with commonplace books. In the medieval period and beyond, commonplace books promoted a blend of excerpting, memorization, creative writing, and journaling, making them the analogue equivalent to modern-day digital journaling, bookmarking, and note-taking tools. Covering a variety of methods for introducing students to the medieval and Renaissance reading practice known as commonplacing, this volume provides instructors with concrete guidelines for using commonplace books as a teaching and learning tool. The enclosed essays provide a point of reference for best practices as well as concrete models for teaching and learning with commonplace books, helping instructors develop more student-centred, inclusive curricula.

This manual uses the medieval past to teach modern scholars how to succeed in public engagement. Combining a careful study of public engagement in Europe between 1000 and 1500 with the author’s experiences working at a public research library, this book shows medievalists how to use mindsets, approaches, and practices from the Middle Ages to build productive connections with diverse publics beyond academia. To do so, it describes the systemic roadblocks preventing effective public engagement in the academy; offers four medieval solutions to those issues from the work of prominent intellectuals and anonymous laypeople from medieval Europe; and suggests how scholars can incorporate those solutions into their professional development. In so doing, this book will help present and future generations of professional medievalists to make their expertise engaging, relevant, and valuable for contemporary audiences of all kinds.

This book is a collection of essays offering a wide range of approaches to teaching with commonplace books. In the medieval period and beyond, commonplace books promoted a blend of excerpting, memorization, creative writing, and journaling, making them the analogue equivalent to modern-day digital journaling, bookmarking, and note-taking tools. Covering a variety of methods for introducing students to the medieval and Renaissance reading practice known as commonplacing, this volume provides instructors with concrete guidelines for using commonplace books as a teaching and learning tool. The enclosed essays provide a point of reference for best practices as well as concrete models for teaching and learning with commonplace books, helping instructors develop more student-centred, inclusive curricula.

Medieval history is taking a global turn in two key ways: first, the inclusion of content extending beyond Europe and the Afro-Eurasian interconnected worlds to the Americas and Oceania; and second, the integration of historiographic approaches emerging from outside Euro-American traditions, and specifically from postcolonial and Indigenous Studies. How should those teaching medieval history incorporate these global perspectives? What are the ethical issues for a non-Indigenous scholar using Indigenous knowledge systems to re-orient our understanding of premodern histories? This book offers insights and practical suggestions from a historian trained as a Euro-medievalist transforming into a global medievalist, and drawing on experiences teaching premodern world and medieval histories in Oceania.