What does medieval art, culture, and history have to do with my life; what is the point of knowing this stuff? Immersed in the study of the Middle Ages as we are, we may lose sight of the fact that for many people the material to which we are passionately devoted holds little to no interest. It is our hope that this roundtable discussion can produce some strategies for countering this disengagement.
As we consider how to expand access to and engagement with the field, we invite consideration of the roles identity can play in both academic and popular engagement with Medieval Studies. From its antiquarian origins to today, the field has been shaped by nationalist identities, impulses, and agendas. In more recent decades, scholarly attention to gender, racial, ethnic, religious, and sexual identities has expanded and re-shaped the field and created opportunities for multiple identifications with the past. We also wish to question this paradigm: must engagement be structured by identity?
We welcome contributions treating all aspects of fostering access to and engagement with Medieval Studies both in the classroom and beyond. This includes consideration of the way we as scholars talk about Medieval Studies—where our voices are heard and what we can be heard to say. With humanities fields under constant threat, we may also wish to consider the various publics with whom we might profitably engage. Beyond undergraduate students are the parents, administrators, and legislators whose voices sway what does and does not get taught at colleges and universities; there are also the primary and secondary school students who may enter our classrooms someday in the future.
A discussion of public engagement is also an opportunity to reconsider the way we conceive of our field. Ongoing efforts to decolonize Medieval Studies are essential to the mission of making the field accessible to a more diverse public. This includes engaging colleagues to recognize the need for change as well as the need to support medievalists marginalized by race, LGBTQ identity, or employment status.
Topics for consideration may include but not be limited to:
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- Engaging students
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- Engaging the public beyond the classroom
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- Medieval Studies and modern identities
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- Medieval Studies in the neoliberal academy
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- Promoting access to Medieval Studies
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- Role of public scholarship within the academy
Please submit abstracts of 300 words by September 15, 2018 together with a completed Participant Information Form to Rachel Dressler and Maeve Doyle. Please include your name, title, and affiliation on the abstract itself. All abstracts not accepted for the session will be forwarded to Congress administrators for consideration in general sessions, as per Congress regulations.
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