Shifting ideas about Geoffrey Chaucer's audience have produced radically different readings of Chaucer's work over the course of the past century. Kathy Cawsey, in her book on the changing relationship among Chaucer, critics, and theories of audience, draws on Michel Foucault's concept of the 'author-function' to propose the idea of an 'audience function' which shows the ways critics' concepts of audience affect and condition their criticism. Focusing on six trend-setting Chaucerian scholars, Cawsey identifies the assumptions about Chaucer's audience underpinning each critic's work, arguing these ideas best explain the diversity of interpretation in Chaucer criticism. Further, Cawsey suggests few studies of Chaucer's own understanding of audience have been done, in part because Chaucer criticism has been conditioned by scholars' latent suppositions about Chaucer's own audience. In making sense of the confusing and conflicting mass of modern Chaucer criticism, Cawsey also provides insights into the development of twentieth-century literary criticism and theory.

An exploration of the use of images in Middle English texts, tracing out what can be deduced of a theory of language. In the Middle Ages, English did not have any explicit theory or philosophy of language: philosophers wrote in Latin. This book addresses the issue. By closely analysing the images and metaphors used to describe language in MiddleEnglish texts, it explores how English writers thought language works. These images are "reverse-engineered" in an attempt to deduce what underlying theory of language could have created that image. In this way, it is possible togo beyond the clerically-educated Latin thinkers of the medieval period and try to find out what people thought in English. Taking metaphors and images from the poetry of Geoffrey Chaucer, Arthurian romances, bird debates, sermons, handbooks of exempla, and medieval dramas, the book provides new and sometimes surprising readings of such familiar texts as the House of Fame and the Morte Darthur.

Dissonant Methods is an innovative collection that probes how, by teaching inventively, postsecondary instructors can resist the constrictions of neoliberalism. Taking up the call in the Scholarship of Teaching and Learning to understand teaching as scholarship, these essays offer concrete and practical meditations on resistant and sustainable teaching. The contributors seek to undermine forms of oppression frequently practised in higher education, and instead advance a vision of the university that upholds ideals such as critical thinking, creativity, and inclusivity. Essential reading for faculty and graduate students in the humanities, Dissonant Methods offers urgent, galvanizing ideas for anyone currently teaching in a college or university. Contributors: Kathy Cawsey, Kit Dobson, Ada S. Jaarsma, Rachel Jones, Kyle Kinaschuk, Namrata Mitra, Guy Obrecht, Katja Pettinen, Kaitlin Rothberger, Ely Shipley, Martin Shuster