Approaches to Teaching Chaucer's Canterbury Tales
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B01=Frank Grady
B01=Peter W. Travis
Category1=Kids
Category1=Non-Fiction
Category=DSBB
Category=JNU
Category=YPCA9
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Chaucer and race
COP=United States
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medieval marriage
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postcolonial approaches to medieval studies
Price_€20 to €50
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softlaunch
teaching Chaucer's Middle English
Product details
- ISBN 9781603291415
- Weight: 455g
- Dimensions: 147 x 226mm
- Publication Date: 30 Jan 2014
- Publisher: Modern Language Association of America
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Chaucer’s Canterbury Tales was the subject of the first volume in the Approaches to Teaching series, published in 1980. But in the past thirty years, Chaucer scholarship has evolved dramatically, teaching styles have changed, and new technologies have created extraordinary opportunities for studying Chaucer. This second edition of Approaches to Teaching Chaucer’s Canterbury Tales reflects the wide variety of contexts in which students encounter the poem and the diversity of perspectives and methods instructors bring to it. Perennial topics such as class, medieval marriage, genre, and tale order rub shoulders with considerations of violence, postcoloniality, masculinities, race, and food in the tales.
The first section, “Materials,” reviews available editions, scholarship, and audiovisual and electronic resources for studying The Canterbury Tales. In the second section, “Approaches,” thirty-six essays discuss strategies for teaching Chaucer’s language, for introducing theory in the classroom, for focusing on individual tales, and for using digital resources in the classroom. The multiplicity of approaches reflects the richness of Chaucer’s work and the continuing excitement of each new generation’s encounter with it.
The first section, “Materials,” reviews available editions, scholarship, and audiovisual and electronic resources for studying The Canterbury Tales. In the second section, “Approaches,” thirty-six essays discuss strategies for teaching Chaucer’s language, for introducing theory in the classroom, for focusing on individual tales, and for using digital resources in the classroom. The multiplicity of approaches reflects the richness of Chaucer’s work and the continuing excitement of each new generation’s encounter with it.
Frank Grady is Professor of English at the University of Missouri–St. Louis, USA where he teaches medieval literature, literary theory, and film. He has published essays on both late medieval English literature and contemporary American popular culture, and he is currently editor of the annual of the New Chaucer Society, Studies in the Age of Chaucer.
