Includes section "Reviews".

Whose Middle Ages? is an interdisciplinary collection of short, accessible essays intended for the nonspecialist reader and ideal for teaching at an undergraduate level. Each of twenty-two essays takes up an area where digging for meaning in the medieval past has brought something distorted back into the present: in our popular entertainment; in our news, our politics, and our propaganda; and in subtler ways that inform how we think about our histories, our countries, and ourselves. Each author looks to a history that has refused to remain past and uses the tools of the academy to read and re-read familiar stories, objects, symbols, and myths. Whose Middle Ages? gives nonspecialists access to the richness of our historical knowledge while debunking damaging misconceptions about the medieval past. Myths about the medieval period are especially beloved among the globally resurgent far right, from crusading emblems on the shields borne by alt-right demonstrators to the on-screen image of a purely white European populace defended from actors of color by Internet trolls. This collection attacks these myths directly by insisting that readers encounter the relics of the Middle Ages on their own terms. Each essay uses its author’s academic research as a point of entry and takes care to explain how the author knows what she or he knows and what kinds of tools, bodies of evidence, and theoretical lenses allow scholars to write with certainty about elements of the past to a level of detail that might seem unattainable. By demystifying the methods of scholarly inquiry, Whose Middle Ages? serves as an antidote not only to the far right’s errors of fact and interpretation but also to its assault on scholarship and expertise as valid means for the acquisition of knowledge.

Medievalisms surveys the critical field and sets the boundaries for future study, providing an essential background for literary study from the Medieval period through to the twenty-first century, exploring: The influence of medieval cultural concepts on key authors such as Shakespeare, Dante, Chaucer, George Eliot and Mark Twain The continued appeal of medieval cultural figures such as King Arthur and Robin Hood The influence of the medieval on disciplines such as politics, music, film, and art.

Preliminary material /Lucia Boldrini -- ACKNOWLEDGEMENTS /Lucia Boldrini -- BIBLIOGRAPHICAL NOTE /Lucia Boldrini -- INTRODUCTION: MIDDAYEVIL JOYCE /Lucia Boldrini -- THE RETURN OF MEDIEVALISM: JAMES JOYCE IN 1923 /Jed Deppman -- “QUELLA VISTA NOVA”: DANTE, MATHEMATICS AND THE ENDING OF ULYSSES /Reed Way Dasenbrock and Ray Mines -- AVERROES' SEARCH: DANTE'S MODERNISM AND JOYCE /Jeremy Tambling -- MILLY'S DREAM, BLOOM'S BODY AND THE MEDIEVAL TECHNIQUE OF INTERLACE /Guillemette Bolens -- JOYCE'S OTHER FATHER: THE CASE FOR CHAUCER /Helen Cooper -- CHARTING THE COURSE OF THE COMMEDIA'S EMBRYO IN A PORTRAIT OF THE ARTIST AS A YOUNG MAN /Jennifer Fraser -- THE MEDIEVAL IRONY OF JOYCE'S PORTRAIT /Sam Slote -- LET DANTE BE SILENT: FINNEGANS WAKE AND THE MEDIEVAL THEORY OF POLYSEMY /Lucia Boldrini -- NOTES ON CONTRIBUTORS /Lucia Boldrini -- INDEX /Lucia Boldrini.

In this second edition of The Repeating Island, Antonio Benítez-Rojo, a master of the historical novel, short story, and critical essay, continues to confront the legacy and myths of colonialism. This co-winner of the 1993 MLA Katherine Singer Kovacs Prize has been expanded to include three entirely new chapters that add a Lacanian perspective and a view of the carnivalesque to an already brilliant interpretive study of Caribbean culture. As he did in the first edition, Benítez-Rojo redefines the Caribbean by drawing on history, economics, sociology, cultural anthropology, psychoanalysis, literary theory, and nonlinear mathematics. His point of departure is chaos theory, which holds that order and disorder are not the antithesis of each other in nature but function as mutually generative phenomena. Benítez-Rojo argues that within the apparent disorder of the Caribbean—the area’s discontinuous landmasses, its different colonial histories, ethnic groups, languages, traditions, and politics—there emerges an “island” of paradoxes that repeats itself and gives shape to an unexpected and complex sociocultural archipelago. Benítez-Rojo illustrates this unique form of identity with powerful readings of texts by Las Casas, Guillén, Carpentier, García Márquez, Walcott, Harris, Buitrago, and Rodríguez Juliá.

For the past few hundred years, Western cultures have relied on print. When writing was accomplished by a quill pen, inkpot, and paper, it was easy to imagine that writing was nothing more than a means by which writers could transfer their thoughts to readers. The proliferation of technical media in the latter half of the twentieth century has revealed that the relationship between writer and reader is not so simple. From telegraphs and typewriters to wire recorders and a sweeping array of digital computing devices, the complexities of communications technology have made mediality a central concern of the twenty-first century. Despite the attention given to the development of the media landscape, relatively little is being done in our academic institutions to adjust. In Comparative Textual Media, editors N. Katherine Hayles and Jessica Pressman bring together an impressive range of essays from leading scholars to address the issue, among them Matthew Kirschenbaum on archiving in the digital era, Patricia Crain on the connection between a child’s formation of self and the possession of a book, and Mark Marino exploring how to read a digital text not for content but for traces of its underlying code. Primarily arguing for seeing print as a medium along with the scroll, electronic literature, and computer games, this volume examines the potential transformations if academic departments embraced a media framework. Ultimately, Comparative Textual Media offers new insights that allow us to understand more deeply the implications of the choices we, and our institutions, are making. Contributors: Stephanie Boluk, Vassar College; Jessica Brantley, Yale U; Patricia Crain, NYU; Adriana de Souza e Silva, North Carolina State U; Johanna Drucker, UCLA; Thomas Fulton, Rutgers U; Lisa Gitelman, New York U; William A. Johnson, Duke U; Matthew G. Kirschenbaum, U of Maryland; Patrick LeMieux; Mark C. Marino, U of Southern California; Rita Raley, U of California, Santa Barbara; John David Zuern, U of Hawai‘i at Mānoa.