Chaucer s Pardoner and Gender Theory, the first book-length treatment of the character, examines the Pardoner in Chaucer s Canterbury Tales from the perspective of both medieval and twentieth-century theories of sex, gender, and erotic practice. Sturges argues for a discontinuous, fragmentary reading of this character and his tale that is genuinely both premodern and postmodern. Drawing on theorists ranging from St. Augustine and Alain de Lille to Judith Butler and Eve Kosofsky Sedgwick, Sturges approaches the Pardoner as a representative of the construction of historical - and sexual - identities in a variety of historically specific discourses, and argues that medieval understandings of gender remain sedimented in postmodern discourse.

In The Western Canon: The Books and School of the Ages the American critic Harold Bloom claims that Shakespeare drew on Chaucer's Pardoner when creating the villain Iago for his Othello. This book turns Bloom's observation of influences within the canon of Western literature into a more complex intermedial analysis of dramatic and literary traditions at the waning of the Middle Ages and the dawn of the Renaissance. The discussion of verbal and non-verbal codes in Chaucer's presentation of the Pardoner and Shakespeare's depiction of Iago sheds light on the various strands of the Vice's development, and shows that Chaucer's pilgrim, who descends obliquely from the stage Vices, stands at the very beginning of the Vice tradition, while Iago is a late development of him, who adapts his role to new dramatic challenges.

Publisher description

Chaucer introduces the characters of the Knight and the Prioress in the General Prologue to The Canterbury Tales. Beginning with these familiar figures, Elizabeth Fowler develops a new method of analyzing literary character. She argues that words generate human figures in our reading minds by reference to paradigmatic cultural models of the person. These models—such as the pilgrim, the conqueror, the maid, the narrator—originate in a variety of cultural spheres. A concept Fowler terms the "social person" is the key to understanding both the literary details of specific characterizations and their indebtedness to history and culture.Drawing on central texts of medieval and early modern England, Fowler demonstrates that literary characters are created by assembling social persons from throughout culture. Her perspective allows her to offer strikingly original readings of works by Chaucer, Langland, Skelton, and Spenser, and to reformulate and resolve several classic interpretive problems. In so doing, she reframes accepted notions of the process and the consequences of reading.Developing insights from law, theology, economic thought, and political philosophy, Fowler's book replaces the traditional view of characters as autonomous individuals with an interpretive approach in which each character is seen as a battle of many archetypes. According to Fowler, the social person provides the template that enables authors to portray, and readers to recognize, the highly complex human figures that literature requires.

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.

Frontcover -- Contents -- Acknowledgements -- Abbreviations -- Introduction: Words and Other Fragments -- 1 Speaking Up and Shutting Up: Expression and Suppression in the Old English Mary of Egypt and Ancrene Wisse -- 2 What Comes Unnaturally: Unspeakable Acts -- 3 Crying Wolf: Gender and Exile in Bisclavret and Wulf and Eadwacer -- 4 Taking the Words Out of Her Mouth: Glossing Glossectomy in Tales of Philomela -- Conclusion: After Words -- Bibliography -- Index

This study provides extensive readings of overlooked American reconstructions of Chaucer and The Canterbury Tales from the colonial to postmodern periods, demonstrating how these repackagings convey uniquely American ideas.

Beginning with the spectacle of hysteria, moving through the perversions of fetishism, masochism, and sadism, and ending with paranoia and psychosis, this book explores the ways that conflicts with the Oedipal law erupt on the body and in language in Chaucer’s Canterbury Tales, for Chaucer’s tales are rife with issues of mastery and control that emerge as conflicts not only between authority and experience but also between power and knowledge, word and flesh, rule books and reason, man and woman, same and other – conflicts that erupt in a macabre sprawl of broken bones, dismembered bodies, cut throats, and decapitations. Like the macabre sprawl of conflict in the Canterbury Tales, this book brings together a number of conflicting modes of thinking and writing through the surprising and perhaps disconcerting use of “shadow” chapters that speak to or against the four “central” chapters, creating both dialogue and interruption.

This title provides a new account of the literary history of fourteenth-century England, arguing that many of this period's most distinctive literary experiments emerge through a productive dialogue with the 'Romance of the Rose', a jointly-authored medieval French poem.