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Books > Social sciences > Politics & government > Political structure & processes > Totalitarianism & dictatorship
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Whose Middle Ages? - Teachable Moments for an Ill-Used Past (Hardcover)
Loot Price: R2,002
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Whose Middle Ages? - Teachable Moments for an Ill-Used Past (Hardcover)
Series: Fordham Series in Medieval Studies
Expected to ship within 18 - 22 working days
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Whose Middle Ages? is an interdisciplinary collection of short,
accessible essays intended for the nonspecialist reader and ideal
for teaching at an undergraduate level. Each of twenty-two essays
takes up an area where digging for meaning in the medieval past has
brought something distorted back into the present: in our popular
entertainment; in our news, our politics, and our propaganda; and
in subtler ways that inform how we think about our histories, our
countries, and ourselves. Each author looks to a history that has
refused to remain past and uses the tools of the academy to read
and re-read familiar stories, objects, symbols, and myths. Whose
Middle Ages? gives nonspecialists access to the richness of our
historical knowledge while debunking damaging misconceptions about
the medieval past. Myths about the medieval period are especially
beloved among the globally resurgent far right, from crusading
emblems on the shields borne by alt-right demonstrators to the
on-screen image of a purely white European populace defended from
actors of color by Internet trolls. This collection attacks these
myths directly by insisting that readers encounter the relics of
the Middle Ages on their own terms. Each essay uses its author's
academic research as a point of entry and takes care to explain how
the author knows what she or he knows and what kinds of tools,
bodies of evidence, and theoretical lenses allow scholars to write
with certainty about elements of the past to a level of detail that
might seem unattainable. By demystifying the methods of scholarly
inquiry, Whose Middle Ages? serves as an antidote not only to the
far right's errors of fact and interpretation but also to its
assault on scholarship and expertise as valid means for the
acquisition of knowledge.
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