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Ethics in the Arthurian Legend
Melissa Ridley Elmes, Evelyn Meyer; Contributions by Elizabeth Archibald, Steven Steven Bruso, Nichole Burgdorf, …
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R3,164
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An interdisciplinary and trans-historical investigation of the
representation of ethics in Arthurian Literature. From its earliest
days, the Arthurian legend has been preoccupied with questions of
good kingship, the behaviours of a ruling class, and their effects
on communities, societies, and nations, both locally and in
imperial and colonizing contexts. Ethical considerations inform and
are informed by local anxieties tied to questions of power and
identity, especially where leadership, service, and governance are
concerned; they provide a framework for understanding how the texts
operate as didactic and critical tools of these subjects. This book
brings together chapters drawing on English, Welsh, German, Dutch,
French, and Norse iterations of the Arthurian legend, and bridging
premodern and modern temporalities, to investigate the
representation of ethics in Arthurian literature across
interdisciplinary and transhistorical lines. They engage a variety
of methodologies, including gender, critical race theory,
philology, literature and the law, translation theory, game
studies, comparative, critical, and close reading, and modern
editorial and authorial practices. Texts interrogated range from
Culhwch and Olwen to Parzival, Roman van Walewein, Tristrams Saga,
Sir Gawain and the Green Knight, and Malory's Morte Darthur. As a
whole, the approaches and findings in this volume attest to the
continued value and importance of the Arthurian legend and its
scholarship as a vibrant field through which to locate and
understand the many ways in which medieval literature continues to
inform modern sensibilities and institutions, particularly where
the matter of ethics is concerned.
Medieval literature contains many figures caught at the interface
between life and death - the dead return to place demands on the
living, while the living foresee, organize or desire their own
deaths. Jane Gilbert's original study examines the ways in which
certain medieval literary texts, both English and French, use these
'living dead' to think about existential, ethical and political
issues. In doing so, she shows powerful connections between works
otherwise seen as quite disparate, including Chaucer's Book of the
Duchess and Legend of Good Women, the Chanson de Roland and the
poems of Francois Villon. Written for researchers and advanced
students of medieval French and English literature, this book
provides original, provocative interpretations of canonical
medieval texts in the light of influential modern theories,
especially Lacanian psychoanalysis, presented in an accessible and
lively way.
The Middle English popular romances enjoyed a wide appeal in later
medieval Britain, and even today students of medieval literature
will encounter examples of the genre, such as Sir Orfeo, Sir
Tristrem, and Sir Launfal. This collection of twelve specially
commissioned essays is designed to meet the need for a stimulating
guide to the genre. Each essay introduces one popular romance,
setting it in its literary and historical contexts, and develops an
original interpretation that reveals the possibilities that popular
romances offer for modern literary criticism. A substantial
introduction by the editors discusses the production and
transmission of popular romances in the Middle Ages, and considers
the modern reception of popular romance and the interpretative
challenges offered by new theoretical approaches. Accessible to
advanced students of English, this book is also of interest to
those working in the field of medieval studies, comparative
literature, and popular culture.
The Middle English popular romances enjoyed a wide appeal in later
medieval Britain, and even today students of medieval literature
will encounter examples of the genre, such as Sir Orfeo, Sir
Tristrem, and Sir Launfal. This collection of twelve specially
commissioned essays is designed to meet the need for a stimulating
guide to the genre. Each essay introduces one popular romance,
setting it in its literary and historical contexts, and develops an
original interpretation that reveals the possibilities that popular
romances offer for modern literary criticism. A substantial
introduction by the editors discusses the production and
transmission of popular romances in the Middle Ages, and considers
the modern reception of popular romance and the interpretative
challenges offered by new theoretical approaches. Accessible to
advanced students of English, this book is also of interest to
those working in the field of medieval studies, comparative
literature, and popular culture.
The Composting Handbook provides a single guide to the science,
principles and best practices of composting for large-scale
composting operations facing a variety of opportunities and
challenges converting raw organic materials into a useful and
marketable product. Composting is a well-established and
increasingly important method to recycle and add value to organic
by-products. Many, if not most, of the materials composting treats
are discarded materials that would otherwise place a burden on
communities, industries, farms and the environment. Composting
converts these materials into a valuable material, compost, that
regenerates soils improving soils for plant growth and
environmental conservation. The Composting Handbook expands on
previously available resources by incorporating new information,
new subjects and new practices, drawing its content from current
scientific principles, research, engineering and industry
experience. In both depth and breadth, it covers the knowledge that
a compost producer needs to succeed. Topics include the composting
process, methods of composting, equipment, site requirements,
environmental issues and impacts, business knowledge, safety, and
the qualities, uses and markets for the compost products. The
Composting Handbook is an invaluable reference for composting
facility managers and operators, prospective managers and
operators, regulators, policy makers, environmental advocates,
educators, waste generators and managers and generally people
interested in composting as a business or a solution. It is also
appropriate as a textbook for college courses and a supplemental
text for training courses about composting or organic waste
management.
Essays examining both the theory and practice of medieval
translation. Engaging and informative to read, challenging in its
assertions, and provocative in the best way, inviting the reader to
sift, correlate and reflect on the broader applicability of points
made in reference to a specific text orexchange. Professor Carolyne
P. Collette, Mount Holyoke College. Medieval notions of translatio
raise issues that have since been debated in contemporary
translation studies concerning the translator's role asinterpreter
or author; the ability of translation to reinforce or unsettle
linguistic or political dominance; and translation's capacity for
establishing cultural contact, or participating in cultural
appropriation or effacement.This collection puts these ethical and
political issues centre stage, asking whether questions currently
being posed by theorists of translation need rethinking or revising
when brought into dialogue with medieval examples. Contributors
explore translation - as a practice, a necessity, an impossibility
and a multi-media form - through multiple perspectives on language,
theory, dissemination and cultural transmission. Exploring texts,
authors, languages and genres not often brought together in a
single volume, individual essays focus on topics such as the
politics of multilingualism, the role of translation in conflict
situations, the translator's invisibility, hospitality,
untranslatability and the limits of translation as a category. EMMA
CAMPBELL is Associate Professor in French at the University of
Warwick; ROBERT MILLS is Lecturer in History of Art at University
College London. Contributors: William Burgwinkle, Ardis
Butterfield, Emma Campbell, Marilynn Desmond, Simon Gaunt, Jane
Gilbert, Miranda Griffin, Noah D. Guynn, Catherine Leglu, Robert
Mills, Zrinka Stahuljak, Luke Sunderland
A wide variety of texts (from chronicles to Chaucer) studied for
evidence of medieval attitudes towards the processes of change as
they affected individuals at all points of their lives. Rites of
passage is a term and concept more used than considered. Here, for
the first time, its implications are applied and tested in the
field of medieval studies: medievalists from a range of disciplines
consider the varioustheoretical models - folklorist,
anthropological, psychoanalytical - that can be used to analyse
cultures of transition in the history and literature of
fourteenth-century Europe. Ranging over a wide variety of texts,
from chronicles to romances, from priests' manuals to courtesy
books, from state records to the writings of Chaucer, Gower and
Froissart, the contributors identify and analyse medieval attitudes
to the process of change in lifecycle, status,gender and power. A
substantive introduction by Miri Rubin draws together the ideas and
materials discussed in the book to illustrate the relevance and
importance of anthropology to the study of medieval culture.
Contributors: JOEL BURDEN, PATRICIA CULLUM, ISABEL DAVIS, JANE
GILBERT, SARAH KAY, MARK ORMROD, HELEN PHILLIPS, MIRI RUBIN, SHARON
WELLS. NICOLA F. McDONALD is Lecturer in Medieval Literature, the
late W.M ORMROD was Professor of Medieval History, University of
York.
Essays on aspects of medieval French literature, celebrating the
scholarship of Sarah Kay and her influence on the field. Sarah Kay
is one of the most influential medievalists of the past fifty
years, making vital, theoretically informed interventions on
material from early medieval chansons de geste, through troubadour
lyric, to late medieval philosophy and poetry, in French, Occitan,
Latin, and Italian. This volume in her honour is organised around
her six major monographs, published between 1990 and 2017. Its
essays engage in critical, constructive dialogue with different
aspects of Kay's work, and envisage how these might shape medieval
French as a discipline in coming years or decades. The subject
matters demonstrate the richness of the discipline: animal studies,
musicology, temporality, the material turn, medieval textuality,
feminism, queer theory, voice, medieval and modern intellectual
formations, psychoanalysis, philology, visual arts, transversal
criticism, the literary object, affect, rhetoric, body, the past,
modern responses to medieval forms and tropes, non-Christian texts
and thought-patterns, politics. Reiterating Kay's engagement with
medieval literature's complex philosophical debates and analytical
scrutiny of human knowledge and affect, they follow her in
emphasising how the pleasure of reading medieval literature depends
crucially on that literature's intellectual robustness. These
essays shed new light on a range of canonical and less well-known
medieval texts and artefacts, to present a fresh perspective on the
field of medieval studies.
The monograph series Oxford Studies in Medieval Literature and
Culture showcases the plurilingual and multicultural quality of
medieval literature and actively seeks to promote research that not
only focuses on the array of subjects medievalists now pursue in
literature, theology, and philosophy, in social, political,
jurisprudential, and intellectual history, the history of art, and
the history of science but also that combines these subjects
productively. It offers innovative studies on topics that may
include, but are not limited to, manuscript and book history;
languages and literatures of the global Middle Ages; race and the
post-colonial; the digital humanities, media and performance;
music; medicine; the history of affect and the emotions; the
literature and practices of devotion; the theory and history of
gender and sexuality, ecocriticism and the environment; theories of
aesthetics; medievalism. The field of medieval francophone literary
culture outside France was for many years a minor and peripheral
sub-field of medieval French literary studies (or, in the case of
Anglo-Norman, of English studies). The past two decades, however,
have seen a major reassessment of the use of French in England, in
the Low Countries, in Italy, and in the eastern Mediterranean, and
this impacts significantly upon the history of literature in French
more generally. This book is the first to look at the question
overall, rather than just at one region. It also takes a more
sustained theorised approach than other studies, drawing
particularly on Derrida and on Actor-Network Theory. It discusses a
wide range of texts, some of which have hitherto been regarded as
marginal to French literary history, and makes the case for this
material being more central to the literary history of French than
was allowed in more traditional approaches focused narrowly on
'France'. Many of the arguments in Medieval French Literary Culture
Abroad are grounded in readings of texts in manuscript (rather than
in modern critical editions), and sustained attention is paid
throughout to manuscripts that were produced or travelled outside
the kingdom of France.
Will today's curriculum prepare secondary school students for life
in the 21st century? Rachel Bolstad and Jane Gilbert propose
radical new models for schooling that challenge long-held ideas
about the purpose and structure of the senior secondary years. They
take a specific look at the curriculum that is taught in Years
11-13 and how it will need to change to be relevant in the
developing knowledge society. In the recent controversy and
upheaval over assessment, they say we have failed to think deeply
enough about what, and how, senior secondary students should
actually learn. Bolstad and Gilbert tease out and challenge the
historic assumptions that have lead to the current curriculum-one
that either lays down the basis of a specific body of knowledge
that will be developed by those who go on to university, or weeds
out those who won't. They argue that to be successful in the
knowledge society no-one can be left behind. It is not enough for
our schools to produce people who are knowledgeable; we need to
develop adaptable, technologically and socially adept people who
can use and create knowledge.
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