Medieval Institute Publications
Premodern Transgressive Literatures
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Premodern Transgressive Literatures takes a decisively political, intersectional, and interdisciplinary approach to medieval and early modern literature. The series supports scholarship which transgresses normative bounds along various axes. This includes the transgression of temporal boundaries which superficially separate the premodern era from our twenty-first century moment.
We aim to show, with insistent urgency, the ways in which the premodern can help us make sense of the modern, and the ways in which cutting-edge modern paradigms can help us better understand established, canonical premodern texts.
This series is acutely aware of the role of the scholar in the production of history and the crucial importance of the context of scholarly work: the Academy, with its unique characteristics, both positive and negative. As such, Premodern Transgressive Literatures makes space for provocative discussion about the business of producing—and teaching—transgressive work in the neo-liberalized Academy.
Series Editorial Board
Alicia Spencer-Hall, University College, London, UK, Series Editor
Blake Gutt, University of Utah, USA
Carissa Harris, Temple University, USA
Jonathan Hsy, George Washington University, USA
Roberta Magnani, Swansea University, UK
Elizabeth Robertson, University of Glasgow, UK
Submissions
Proposals or completed manuscripts to be considered for publication in this series should be sent to Tyler Cloherty (tylercloherty44@gmail.com), the acquisitions editor for the series.
Fachgebiete
Higher Education is a rich and diverse environment which allows so many different types of people and disciplines to flourish. Medieval Studies is a particular confluence of this, with the meeting of history, literature, history of art, archaeology, and more. The contributors describe their lived experience of disability and how this intersects with the discipline of Medieval Studies, embracing both the challenges and the joy this can bring. They discuss teaching, research, and just existing within the university, bringing in theoretical approaches as well as linking to medieval texts. Towards an Accessible Academy provides a unique perspective on the state of accessibility within this field and in the university environment more broadly.
This volume sits between work which centers the experience of disabled academics and which provides guidance for supporting disabled students. While providing real-life testimonies of disability in the academy, many chapters also include practical advice on best practice in supporting disabled scholars and students, as well as how the authors feel connected to the medieval sources we study.
The book is also a call to action for all of its readers to actively practise allyship, providing clear examples of how we might all implement the advice given by contributors to improve the accessibility of our academy.
Why do we love wizards? Where do these magical figures come from? Thinking Queerly traces the wizard from medieval Arthurian literature to contemporary YA adaptations. By exploring the link between Merlin and Harry Potter, or Morgan le Fay and Sabrina, readers will see how the wizard offers spaces of hope and transformation for young readers. In particular, this book examines how wizards think differently, and how this difference can resonate with both LGBTQ and neurodivergent readers, who’ve been told they don’t fit in.