Fordham Series in Medieval Studies

"An ethical and accessible introduction to a historical period often implicated in racist narratives of nationalism and imperialism." -Sierra Lomuto, Assistant Professor of Global Medieval Literature, Rowan University A collection of twenty-two essays, 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. "In example after example, the authors show how people shape the Middle Ages to reflect their fears and dreams for themselves and for society. The results range from the amusing to the horrifying, from video games to genocide. Whose Middle Ages? Everyone's, but not everyone's in the same way." -Michelle R. Warren, author of Creole Medievalism

Can ecstatic experiences be studied with the academic instruments of rational investigation? What kinds of religious illumination are experienced by academically minded people? And what is the specific nature of the knowledge of God that university theologians of the Middle Ages enjoyed compared with other modes of knowing God, such as rapture, prophecy, the beatific vision, or simple faith? Ecstasy in the Classroom explores the interface between academic theology and ecstatic experience in the first half of the thirteenth century, formative years in the history of the University of Paris, medieval Europe's "fountain of knowledge." It considers little-known texts by William of Auxerre, Philip the Chancellor, William of Auvergne, Alexander of Hales, and other theologians of this community, thus creating a group portrait of a scholarly discourse. It seeks to do three things. The first is to map and analyze the scholastic discourse about rapture and other modes of cognition in the first half of the thirteenth century. The second is to explicate the perception of the self that these modes imply: the possibility of transformation and the complex structure of the soul and its habits. The third is to read these discussions as a window on the predicaments of a newborn community of medieval professionals and thereby elucidate foundational tensions in the emergent academic culture and its social and cultural context. Juxtaposing scholastic questions with scenes of contemporary courtly romances and reading Aristotle's Analytics alongside hagiographical anecdotes, Ecstasy in the Classroom challenges the often rigid historiographical boundaries between scholastic thought and its institutional and cultural context.

Viking Mediologies is a study of pre-modern multimedia rooted in the embodied poetic practice of Viking Age skalds. Prior study of the skaldic tradition has focused on authorship-distinctions of poetic style, historical contexts, and attention to the oeuvres of the skalds whose names are preserved in the written tradition. Kate Heslop reconsiders these not as texts but as pieces in a pre-modern media landscape, focusing on poetry's medial capacity to embody memory, visuality, and sound. Mobile, hybrid, diasporic social formations-bands of raiders and traders, petty kingdoms, colonial expeditions-achieved new prominence in the Viking Age. Skalds offered the leaders of these groups something uniquely valuable. With their complicated poetry, they claimed to be able to capture shared contingent meanings and re-mediate them in named, memorable, reproducible works. The commemorative poetry in kviðuháttr remembers histories of ruin and loss. Skaldic ekphrasis discloses and reproduces the presence of the gods. Dróttkvætt encomium evokes for the leader's retinue the soundscape of battle. As writing arrived in Scandinavia in the wake of Christianization, the media landscape shifted. In the poetry of the twelfth and thirteenth centuries, skalds adjusted to the demands of a literate audience, while the historical and poetological texts of the Icelandic High Middle Ages opened a dialogue between Latin Christian ideas of mediation and local traditions. In the Second Grammatical Treatise, for example, the literate technology of the grid is used to analyze the complex resonances of dróttkvætt as the output of a syllable-spewing hurdy-gurdy-a poetry machine. Offering both new readings of both canonical works such as Ynglingatal, Ragnarsdrápa, and Háttatal, and examinations of lesser-known texts like Glymdrápa, Líknarbraut, and Sturla Þórðarson's Hákonarkviða, Viking Mediologies explores the powers and limits of poetic mediation.