Published articles by Elizabeth Liendo
The Multicultural Middle Ages Podcast (MAA), 2022
https://www.audible.co.uk/pd/Reading-Chaucer-in-Mandarin-How-Do-We-Teach-the-Global-Middle-Ages-O... more https://www.audible.co.uk/pd/Reading-Chaucer-in-Mandarin-How-Do-We-Teach-the-Global-Middle-Ages-Outside-the-West-Podcast/B0B7JTGVBG
As medieval scholarship attempts to decenter the West and move towards a global and multicultural approach, we frequently ask: how do we mimic this move in the classroom? Most often, however, this question and its suggested solutions still presuppose a primarily Western and English-native speaking population of students, as well as courses situated within U.S. or European institutions. Informed by her experience teaching comparative medieval courses in both U.S. and non-U.S. institutions (China), Dr. Elizabeth Liendo refocuses our attention in this episode on pedagogy of non-Western and especially non-U.S. institutions. She asks: How can we reconceptualize our understanding of the global medieval and the pedagogy of teaching the medieval period in non-Western institutions, to primarily non-Western and English second language students? How can we make the medieval and early modern period meaningful to an audience that should not be expected to center Western cultural narratives, texts, or history? How do we confront the overweighting of Western texts in the canon while also ensuring that our students receive a similar level of canonical competence as their U.S. counterparts? Dr. Liendo ultimately proposes a more global pedagogical practice that brings a more diverse range of students to the table. She explores challenges such as the Western-centric timeline of the medieval era itself, the association of medieval studies with white or European narratives, and the overweighting of Middle English authors, as well as outlining some potential solutions for class design, course materials, and practical teaching methods.
Neophilologus, 2020
At climactic moments in Marie de France's Yonec and Guigemar, the two knight-protagonists are bot... more At climactic moments in Marie de France's Yonec and Guigemar, the two knight-protagonists are both violently impaled or wounded. These wounds, and the Old French terms "plaie", "navrer", and "ferir" used to describe them, force the reader to reimagine the knight's body and revise the chivalric requirements of medieval masculinity. Given their common vocabulary, Yonec and Guigemar can be read in tandem as a thematic and linguistic pair, and this vocabulary allows the tales to reimagine the knight's body with female genitalia. Marie's knights represented with vaginas challenge the wound's symbolic association with the performative violence of the chivalric tradition and suggest the transformative power of love to queer men's bodies in the lais.
Philology Quarterly, 2017
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Published articles by Elizabeth Liendo
As medieval scholarship attempts to decenter the West and move towards a global and multicultural approach, we frequently ask: how do we mimic this move in the classroom? Most often, however, this question and its suggested solutions still presuppose a primarily Western and English-native speaking population of students, as well as courses situated within U.S. or European institutions. Informed by her experience teaching comparative medieval courses in both U.S. and non-U.S. institutions (China), Dr. Elizabeth Liendo refocuses our attention in this episode on pedagogy of non-Western and especially non-U.S. institutions. She asks: How can we reconceptualize our understanding of the global medieval and the pedagogy of teaching the medieval period in non-Western institutions, to primarily non-Western and English second language students? How can we make the medieval and early modern period meaningful to an audience that should not be expected to center Western cultural narratives, texts, or history? How do we confront the overweighting of Western texts in the canon while also ensuring that our students receive a similar level of canonical competence as their U.S. counterparts? Dr. Liendo ultimately proposes a more global pedagogical practice that brings a more diverse range of students to the table. She explores challenges such as the Western-centric timeline of the medieval era itself, the association of medieval studies with white or European narratives, and the overweighting of Middle English authors, as well as outlining some potential solutions for class design, course materials, and practical teaching methods.
As medieval scholarship attempts to decenter the West and move towards a global and multicultural approach, we frequently ask: how do we mimic this move in the classroom? Most often, however, this question and its suggested solutions still presuppose a primarily Western and English-native speaking population of students, as well as courses situated within U.S. or European institutions. Informed by her experience teaching comparative medieval courses in both U.S. and non-U.S. institutions (China), Dr. Elizabeth Liendo refocuses our attention in this episode on pedagogy of non-Western and especially non-U.S. institutions. She asks: How can we reconceptualize our understanding of the global medieval and the pedagogy of teaching the medieval period in non-Western institutions, to primarily non-Western and English second language students? How can we make the medieval and early modern period meaningful to an audience that should not be expected to center Western cultural narratives, texts, or history? How do we confront the overweighting of Western texts in the canon while also ensuring that our students receive a similar level of canonical competence as their U.S. counterparts? Dr. Liendo ultimately proposes a more global pedagogical practice that brings a more diverse range of students to the table. She explores challenges such as the Western-centric timeline of the medieval era itself, the association of medieval studies with white or European narratives, and the overweighting of Middle English authors, as well as outlining some potential solutions for class design, course materials, and practical teaching methods.