Pedagogy Jan 2025 OA PDF

Crumpling the Timeline

Gina Brandolino ; Moira Fitzgibbons

Abstract

Abstract This introduction defines crumpling the timeline as a classroom practice in which instructors and students explore medieval texts alongside twentieth- and twenty-first-century works. In this special issue, some contributors describe teaching strategies that pair premodern literature with overtly “medievalist” contemporary works. Other contributors engage students in analyzing themes, questions, and rhetorical strategies found both in medieval texts and in more recent works that do not explicitly invoke the Middle Ages. Developments within medieval studies as a field necessitate new ways of conceptualizing the relationship between the present and the past. Often surprised by the common ground between medieval preoccupations and our own, students embrace the opportunity to incorporate their own cultural expertise into classroom conversations.

Journal
Pedagogy
Published
2025-01-01
DOI
10.1215/15314200-11462927
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Topics
rhetorical criticism teacher development editorial matter
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No articles in this index cite this work.

References (6)

  1. Davis (2009)
    Introduction: The Idea of the ‘Middle Ages’ Outside of Europe
  2. Dinshaw (2012)
    How Soon Is Now? Medieval Texts, Amateur Readers, and the Queerness of Time
  3. Freire (2017)
    Pedagogy of the Oppressed: 50th Anniversary Edition
  4. Heng (2018)
    The Invention of Race in the European Middle Ages
     ↗
  5. Ladson-Billings (2021)
    I'm Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture
    Equity and Excellence in Education  ↗
Show all 6 →
  1. Rambaran-Olm (2022)
    What's in a Name? The Past and Present Racism in ‘Anglo-Saxon’ Studies
    Yearbook of English Studies  ↗
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