The Contemporary Medieval in Practice (original) (raw)
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Syllabus (CMLT-C 150): Culture and the Modern Experience: The Medieval in the Modern (CompLit, IU)
Course Description: The term medieval, or the Middle Ages, is applied to a period of time—roughly 500 to 1500—which stands between Antiquity and Modernity. The Renaissance and Enlightenment looked back to Ancient Rome and Greece as a beacon of imitability and the peak of Western culture; the Middle Ages, however, those were the rough, dirty times, without intellectual or cultural growth. After Rome fell, until the Italians emerged Venus-like, riding the shell of Humanism on the foam of faux-Romanitas, these were the Dark Ages. But the Middle Ages brought us works of art such as the Book of Kells, constructed the cathedral of Notre Dame and the spire of Ulmer Münster, developed the idea of chivalry (problematic though it may be), implemented edicts that non-combatants & those who could not protect themselves should not be killed by armed men (Pax et treuga dei), laid the foundation for our Constitution (through the Magna Carta), extracted the concept of Purgatory from canonical works and translated the Bible and books of the Bible into vernacular languages. The university system-the very like of which you sit in today- was established in Bologna, Italy in the 11th century, and developed further in centers such as Oxford, Paris, Modena, Palencia, and Cambridge. Elements of this system, particularly in graduate studies, have retained elements of the medieval university system even today. This course will examine elements of medieval British culture (and the cultures that formed a network of exchange with the British Isles) and how these elements have impacted, particularly, literature, music, & film in Western popular culture-from the US, the UK, France, Germany, and Sweden. All material will be in modern English translation.
Medieval Studies and Mentoring
Medieval Feminist Newsletter, 1996
Ann Marie Rasmussen, General Editor for 1996-97, will feature the topic "Gender and Medievalism Inside and Outside the Academy" in the fall issue. This subject grows out of Megan McLaughlin's "musings" in MFN 19 on our "complex nostalgia for the Middle Ages." We ask for contributions on this topic, including but not limited to such topics as: gender in popular representations of medieval culture; popular medievalisms in teaching; how we address our students' preconceptions about gender and medieval culture; the success, failure, advantages, disadvantages of using popularizations in teaching; more 'musings' on how we recognize and channel our own nostalgia into scholarly discourse. We hope to receive as well contributions from novelists on what kinds of medieval scholarship they read and how they use what we write.
2014
The essays, manifestos, rants, screeds, pleas, soliloquies, telegrams, broadsides, eulogies, songs, harangues, confessions, laments, and acts of poetic terrorism in these two volumes — which collectively form an academic “rave” — were culled, with some later additions, from roundtable sessions at the International Congress on Medieval Studies in 2012 and 2013, organized by postmedieval: a journal for medieval cultural studies and the BABEL Working Group (“Burn After Reading: Miniature Manifestos for a Post/medieval Studies,” “Fuck This: On Letting Go,” and “Fuck Me: On Never Letting Go”) and George Washington University’s Medieval and Early Modern Studies Institute (“The Future We Want: A Collaboration”), respectively. Gathering together a rowdy multiplicity of voices from within medieval and early modern studies, these two volumes seek to extend and intensify a conversation about how to shape premodern studies, and also the humanities, in the years ahead. Authors in both volumes, in various ways, lay claim to the act(s) of manifesting, and also anti-manifesting, as a collective endeavor that works on behalf of the future without laying any belligerent claims upon it, where we might craft new spaces for the University-at-large, which is also a University that wanders, that is never just somewhere, dwelling in the partitive — of a particular place — but rather, seeks to be everywhere, always on the move, pandemic, uncontainable, and always to-come, while also being present/between us (manifest). This is not a book, but a blueprint. It is also an ephemeral gathering in the present tense. TABLE OF CONTENTS Vol. 1: Miniature Manifestos for a Post/medieval Studies, edited by Eileen A. Joy and Myra Seaman Heather Bamford: INTENTIONALLY GOOD, REALLY BAD — Frank Battaglia: SEEING A FOREST AS WELL AS TREES — Bettina Bildhauer: NET WORTH — Martha Easton + Maggie Williams: OUR FEMINISM, OUR ACTIVISM — Ruth Evans: BE CRITICAL! — Joshua R. Eyler: THIS IS YOUR BRAIN ON MEDIEVAL STUDIES — Lara Farina: STICKING TOGETHER — Matthew Gabriele: WAGING GUERRILLA WARFARE AGAINST THE 19TH CENTURY — Gaelan Gilbert: MEDIEVAL STUDIES IN THE SUBJUNCTIVE MOOD — Noah D. Guynn: RADICAL RIDICULE — David Hadbawnik: BURNED BEFORE WRITING — Guy Halsall: HISTORY AND COMMITMENT — Cary Howie: ON NEVER LETTING GO — Shayne Aaron Legassie: THE GOTHIC FLY — Erin Maglaque: FUCK POSTCOLONIALISM — Material Collective: WE ARE THE MATERIAL COLLECTIVE — Thomas Mical: MEDIEVALISM/SURREALISM — Chris Piuma: DE CATERVIS CETERIS — Daniel C. Remein: 2ND PROGRAM OF THE ORNAMENTALISTS — Christopher Roman: A MEDIEVAL: MANIFESTO — Eva von Contzen: HOMO NARRANS — Erik Wade: HISTORICISM AND ITS DISCONTENTS — Lisa Weston: ‘TIS MAGICK, MAGICK THAT WILL HAVE RAVISHED ME *Miniature Manifestos for a Post/medieval Studies is a punctum book Vol. 2: The Future We Want: A Collaboration, edited by Jeffrey Jerome Cohen Anne Harris + Karen Eileen Overbey: FIELD CHANGE/DISCIPLINE CHANGE — L.O. Aranye Fradenburg + Eileen A. Joy: PARADIGM CHANGE/INSTITUTIONAL CHANGE — J. Allan Mitchell + Will Stockton: TIME CHANGE/MODE CHANGE — Lowell Duckert + Steve Mentz: WORLD CHANGE/SEA CHANGE — Chris Piuma + Jonathan Hsy: SPECTRAL VOICE CHANGE/LANGUAGE CHANGE — Julie Orlemanski + Julian Yates: COLLECTIVE CHANGE/MOOD CHANGE *The Future We Want: A Collaboration is an Oliphaunt book"
Teaching, learning and sharing medieval history for all (Teaching History 165 Dec 2016)
Medieval history is on the rise. Amongst the many recent reforms in the history curriculum is a requirement for medieval themes at GCSE and across the country the new linear A Level offers fresh opportunities for teachers to look beyond the traditional straightjacket of Tudors and modern history. The huge divide between ourselves and the medieval mind can make the study of the era daunting for teachers and pupils alike, but in this article Chris Eldridge argues that it also provides immense opportunities for meaningful historical thinking in a surprisingly accessible context. Sadly at present all too often only a minority of the highest attaining students have the opportunity to study medieval history in any depth – there is really no need. He also explains how the unique historical environment of his school has served as inspiration for the Polydorian Project, an initiative seeking to champion the cause of medieval history in schools and beyond.
A conference report on the German Historical Institute's biennial Medieval History Seminar, held in Washington DC, October 2015.
57th International Congress on Medieval Studies
Dear colleagues, Another challenging year has passed and we are glad ICMS 2022 is virtual since COVID-19 continues to be a problem, especially here in Michigan. What is not a problem but a pleasure is that we offer a full program for the upcoming 2022 Congress. We listened to your feedback after the 2021 Congress and have made changes, including new ways that attendees can keep their conversations going after sessions end, as well as live premieres with discussion for our plenary lectures. Mining the Collection: Kalamazoo Edition, another innovation for this year's Congress, brings five virtual visits to museums across North America. I am not speaking as the royal we in the paragraph above. In fall 2021, Robert Berkhofer from the History Department joined the Institute as Deputy Director, and we have been collaborating to promote our academic programs, publishing, and the Congress. He and I, together with the staff of the Medieval Institute, are using our experiences with the virtual Congresses to enhance future meetings when the Congress returns in person to Kalamazoo in 2023. We intend to combine the best features of both, joining the collegiality and spontaneity which have always enlivened the in-person Congress with the greater inclusivity and accessibility afforded by the virtual experience. So, look forward to the return of traditional sessions, the full exhibits hall, and live events, as well as the continued availability of virtual sessions and some new blended format sessions. We hope this progressive approach will ensure the vitality of the Congress for years to come. We thank the Medieval Academy, MIP/De Gruyter, and the Edwards Endowment for the Reception of the Classics Lecture for their financial support. We also thank those who answered our survey regarding hybrid and virtual conferences and all of you for your continued support of the International Congress on Medieval Studies
This is a seminar in musical styles geared towards music majors. The seminar addresses chiefly graduate students, but is also open to senior/advanced undergraduate students.
Medieval Studies: the Stakes of the Field
postmedieval , 2020
Edited by M. Rambaran-Olm, M. Breann Leake, and Micah James Goodrich This is an issue of revolt. It revolts against those who find its contents, contributors, and contributions revolting. The global resurgence of fascist leaders, the violent terrorist attacks of white supremacists against communities of color, and the hateful rhetoric, with often deadly consequence, that has dominated our public and private forums of life make it all too clear that we must push back against institutionally-sanctioned cruelty with our collective might in order to protect each other and the futures that we imagine. Our calamitous times demand action, and this issue of postmedieval seizes our field’s megaphone.
Contributors to the Medieval Academy of America
Cambridge Univ Press
We are pleased to thank the 199 individuals and two foundations who contributed gifts to the Medieval Academy in 2009. Of gifts totaling 21,675,21,675, 21,675,19,125 was contributed to the Academy's Endowment and operating budget and $2,550 to the Travel Fund. We are ...