Friday, March 09, 2018

your effort did not go unnoticed

by J J Cohen


Hi everyone,

I'm sharing here an image of a letter that arrived in my office early in the week, an anonymous letter sent through the mail by one of my students, thanking me for a practice that has become automatic: talking on the first day of class about the right of every student to mental wellness. As I go over the details of the syllabus each semester, I linger upon the university resources that I have collected for them, and speak a bit about how even though college is supposed to the "best time of your life!" it is in fact a difficult period of transition and transformation during which many young men and women experience anxiety, depression, and other challenges to mental well being. I have been making this little speech for the past few years, ever since my son as a freshman grappled with panic attacks and anxiety -- and allowed me to talk about it in public so that other people his age would know they are not alone. He's pretty amazing.

I have been surprised and, when I think about it, deeply pleased that sharing this image catalyzed a helpful and intense discussion on Twitter (where it was retweeted and liked at what seemed to me an amazing scale) and Facebook (where Shit Academics Say shared it to quite a response) about college and mental wellness: follow those two links and read through the comments students and teachers have been making in response. I did not expect to hear back from a student about how simply speaking about these issues -- gently articulating that they are not abnormal and that every student has a right to thrive and to care for themselves -- made such a deep impression. I have found over the years that it is often the small, unguarded personal things we say in the classroom that stick, not the brilliant close readings or the magnificent PowerPoint driven lectures. So if this note encourages more teachers to speak about mental wellness on day one of class, I will feel like more good has been released into the world.

So thank you, anonymous student. You make me so very happy -- and I wish you all the best.

Friday, March 02, 2018

On Courtly Love and Toxic Masculinity

By Leila K. Norako

One of the ways I encourage my students to see the relevance and importance of what we do in a medieval literature classroom is to take opportunities to look at what we have inherited from that time period. I am, as a result, always on the lookout for ways to make seemingly arcane concepts like courtly love more accessible and immediately relevant to undergraduates, many of whom will have never encountered them prior to taking my class.

In the course I’m currently teaching (a 10-week survey of medieval and early modern English literature), I pivot from Old English literature to High and Late Medieval English lit by way of a lesson spent mainly on Marie de France’s Bisclavret. To help students understand the relational dynamics in the text, I’ve found I need to spend a bit of time explaining the concept of courtly love. We go through the salient details, and students tend to remark simultaneously on the seeming alienness of the concept but, almost always, tend to notice that there are certain parallels/holdovers in contemporary culture (i.e. the idea that a man has to pursue and be persistent in winning a woman, and that in doing so he betters himself). Over the past few years though, especially in light of the growing awareness (and seeming popularity) of "Men’s Rights Activism" and, more broadly, the toxic masculinity that courses its way through mainstream American culture, I’ve felt more and more compelled to drive home to students the underbelly of the courtly love paradigm, and how we can still see aspects of that paradigm in our culture today.

To make this point, I read the following poem to the students, explaining that it was written by Bernard de Ventadorn (1135-1194), an influential troubadour poet:

Bernat de Ventadorn en un cançoner:
BnF ms. 12473 fol. 15v, cançoner K 

"Can vei la lauzeta mover"



When I see the lark beat his wings
for joy against the sun's ray,
until he forgets to fly and plummets down,
for the sheer delight which goes to his heart,
alas, great envy comes to me
of those whom I see filled with happiness,
and I marvel that my heart
does not instantly melt from desire.

Alas, I thought I knew so much about love,
and really I know so little,
for I cannot keep myself from loving her
from whom I shall have no favor.
She has stolen from me my heart, myself,
herself, and all the world.
When she took herself from me, she left me nothing
but desire and a longing heart.

Never have I been in control of myself
or even belonged to myself from the hour
that she let me gaze into her eyes—
that mirror that pleases me so greatly.
Mirror, since I saw myself reflected in you,
deep sighs have been killing me.
I have lost myself, just as
handsome Narcissus lost himself in the fountain.

I despair of women,
no more will I trust them,
and just as I used to defend them,
now I shall denounce them.
Since I see that none aids me
against her who destroys and confounds me,
I fear and distrust them all
for I know well they are all alike.

In this my lady certainly shows herself
to be a woman, and for it I reproach her,
for she wants not that which one ought to want,
and what is forbidden, she does.
I have fallen out of favor
and have behaved like the fool on the bridge;
and I don't know why it happened
except because I tried to climb too high.

Mercy is lost, in truth,
though I never received it,
for she who should possess it most
has none, so where shall I seek it?
Ah, one who sees her would scarcely guess
that she just leaves this passionate wretch
(who will have no good without her)
to die, and gives no aid.

Since with my lady neither prayers nor mercy
nor my rights avail me,
and since she is not pleased
that I love her, I will never speak of it to her again.
Thus I part from her, and leave;
she has killed me, and by death I respond,
since she does not retain me, I depart,
wretched, into exile, I don't know where.

Tristan, you will have nothing from me,
for I depart, wretched, I don't know where.
I quit and leave off singing
and withdraw from joy and love. (emphasis mine)

I place particular emphasis on the bolded portions of the poem, and then read the following excerpts from the Santa Barbara Shooter’s manifesto. This time, however, I introduce the text only by saying that it was written very recently:
 1.     All of that pleasure they had in life, I will punish by bringing them pain and suffering. I have lived a life of pain and suffering, and it was time to bring that pain to people who actually deserve it.   
 2.     I will punish all females for the crime of depriving me of sex. They have starved me of sex for my entire youth, and gave that pleasure to other men. In doing so, they took many years of my life away.  
3.     I cannot kill every single female on earth, but I can deliver a devastating blow that will shake all of them to the core of their wicked hearts.  
4.     They are all spoiled, heartless, wicked bitches. They think they are superior to me, and if I ever tried to ask one on a date, they would reject me cruelly.  
5.     I dreaded how horrible it would be to continue suffering my miserable, lonely, celibate life in such a beautiful city where everyone else experienced the pleasures of sex and love. That would be the darkest hell. And that was exactly what was in store for me.  
6.     On one of my very last days as a teenager, as I was sitting at my usual place . . . I saw a sight that shattered my heart to pieces. A tall, blonde, jock-type guy walked into one of the restaurants, and at his side was one of the sexiest girls I had ever seen. She too was tall and blonde. They were both taller than me, and they kissed each other passionately. They made me feel so inferior and worthless and small. I glared at them with intense hatred as I sat by myself in my lonely misery. I could never have a girl like that. The sight was burned into my memory, and it caused a scar that will haunt me forever.  
7.     I realized that I would be a virgin forever, condemned to suffer rejection and humiliation at the hands of women because they don’t fancy me, because their sexual attractions are flawed.  
8.     They are attracted to the wrong type of male. I always mused to myself that I would rather die than suffer such an existence, and I knew that if it came to that, I would exact my revenge upon the world in the most catastrophic way possible. At least then, I could die knowing that I fought back against the injustice that has been dealt to me.  
9.     If I can’t have it, I will destroy it. I will destroy all women because I can never have them. I will make them all suffer for rejecting me.  
10.  If they won’t accept me among them, then they are my enemies. They showed me no mercy, and in turn I will show them no mercy.
After reading these excerpts, I ask if any of the students can identify the text in question. I’ve done this four times now in different classes, and every time at least a few know right away who wrote it, and are quick to tell their peers – if any of them are chuckling at the absurdity of the statements – that the comments are anything but funny. The atmosphere of the class changes every time at this point in a hard but necessary way. We take a look at both of these documents (I provide them with copies), and students are asked to note both the key differences between the culture and texts in question, but also the many eerie similarities and parallels – especially when it comes to the privileging of male sexual desire and the objectification of women.

The conversation tends to branch out after a while, as students come up with additional examples in contemporary culture that mirror what we see in courtly love literature, especially examples of “persistent pursuit” (see this article as well)  in Hollywood films. In closing, I offer that this kind of comparative work is one way of many to accomplish a central goal of the course: to learn about the past in order to figure out what we have inherited from it and, in doing so, make ourselves better equipped to identify concepts and paradigms that do more harm than good.

I was reminded of this lesson (which I taught several weeks ago) after reading several op-eds in the past couple of weeks on the connection between toxic masculinity and the mass shooting epidemic in our country at present. A day after the Parkland shooting, Ashley Alese Edwards wrote an op-ed for Refinery29 entitled “We Need To Talk About How Toxic Masculinity is Killing America.” In it, she quotes Monica Mclaughlin, deputy director of public policy at the National Network to End Domestic Violence, who offered the following in an interview with Refinery29:
In the domestic violence community, we brace ourselves for a likely, inevitable connection to violence against women when these horrific mass shootings come out. It’s never a surprise.... Where have those messages come from? Why do young men, men of all ages, think they have an entitlement to women in their lives that they can maintain through violence and threats?

Edwards points to experts who offer that the way in which boys tend to be socialized, and the tendency to blame mental illness (which, she and others offer, simultaneously stigmatizes the vast majority of people with mental illnesses who are non-violent, while implicitly suggesting that mental illness is an excuse for violent behavior). But as Edwards offers in closing, and as I offer to my students, the answer to a question like Maclaughlin’s also needs to include discussions of the cultural values that are disseminated through a wide variety of means. And in complement to what Edwards offers, I contend that medievalists can and should invite our students to consider the ways in which aspects of courtly love’s underbelly continue to circulate and persist in our respective cultures, and how they too contribute to the kind of masculinity that can and does lead to feelings of entitlement, which all too often then leads to violence (worth considering in light of the frequency with which mass shooters are also domestic violence perpetrators). 


Screenshot from a french animated adaptation of
 Bisclavret. You can rent or purchase the short film here.
 In the class discussion on Bisclavret that followed my short lecturette on courtly love, for instance, we talked about the fact that the entire court is more willing to believe a dog they just met than a woman they have known (and presumably respected) for years. Students notice all the more readily how quick everyone around her is to suspect her because she is the victim of a brutal attack. They wonder why she is never given a name. They notice too that the wife is not malicious in intent when she conspires against her husband, but rather that she does what she does out of deep fear. And by way of this intro to courtly love, they notice how clearly the wife tries to use the courtly love paradigm as an exit out of her now terrifying marriage, but also how the entire process of attempting to acquire agency within a restrictive paradigm that privileges male desire can only backfire in the end. In short, by being invited to attend not only to the mechanics of the courtly love paradigm but also to its underbelly, the students were all the more able to detect the potential subversiveness of Bisclavret in ways they otherwise might not have been able to do.

Based on the connections my students have continued to make in the weeks following
the lesson above, they seem to be realizing more and more — for all of the crucial/salient differences between 21st century America and Medieval England — that there exists an array of aged paradigms and concepts that persist in some form even today, ones that we have to continue to confront. And that, in tandem with the courage and ferociousness of the Marjory Stoneman Douglas High students and their fellow students around the country, gives me no small amount of hope.



Wednesday, February 28, 2018

2018 James J. Paxson Memorial Travel Grant for Scholars of Limited Funds

by BABEL WORKING GROUP


2018 James J. Paxson Memorial Travel Grant for Scholars of Limited Funds:

Applications Welcome!

The time is upon us! We are now welcoming applications for the James J. Paxson Memorial Travel Grant for Scholars of Limited Funds, initiated by a generous gift from a former student of Jim's at the University of Florida, Mead Bowen, and sponsored by the BABEL Working Group. The grant was specifically established to aid scholars to travel to the International Congress on Medieval Studies, held each May at Western Michigan University in Kalamazoo, Michigan. In brief, for those scholars who have had a paper accepted by the Congress, but for whom travel to the Congress presents a financial hardship (due, especially, to lack of institutional and other support), we have established this grant in memory of Jim Paxson, and, more pointedly, for persons presenting on topics that would have been dear to him, whom many of you will remember as an important person in the support and development of theoretical medieval studies through his role as an associate editor for so many years at Exemplaria: A Journal of Theory in Medieval and Renaissance Studies. This year, we will make FOUR AWARDS of $450 each. Please see below for the full description of the Travel Grant, and note that the deadline for applications is MARCH 31, with a decision to be made no later than APRIL 12 (and monies to be disbursed prior to the conference itself). Applications will be reviewed by a diverse and interdisciplinary committee of five scholars. 

The 2018 James J. Paxson Memorial Travel Grant for Scholars of Limited Funds 

The BABEL Working Group invites applications for the 2018 James J. Paxson Memorial Grant for Scholars of Limited Funds, available for presenters at the International Congress on Medieval Studies, held each spring at Western Michigan University (Kalamazoo, Michigan). This grant honors the late Prof. Paxson, an energetic and creative scholar who was particularly devoted to exploring medieval allegory, Piers Plowman, the relations between literature and science, medieval drama, and the works of Chaucer. He produced the important monograph The Poetics of Personification (Cambridge, 1994) and authored an extensive body of articles on a variety of literary and other subjects, while also helping to steer and edit the journal Exemplaria: A Journal of Theory in Medieval and Renaissance Studies (a journal that has been vital to the development of theoretical medieval studies) through its formative and later years. His enthusiasm for research was surpassed only by his commitment to his students. He mentored countless men and women at the University of Toronto, the State University of New York at Stony Brook, and the University of Florida, and he regularly encouraged them to present their findings at academic conferences. Yet he often lacked the funding necessary to present his own work at the conferences he urged his students to attend, and it disheartens us to think that, had he been able to do so, we might have learned something more of the work he was conducting before his passing, and more of us might have received the gift of his encyclopedic knowledge, boundless enthusiasm, and love for teaching. Prof. Paxson was also warmly supportive of the BABEL Working Group at a time when they needed such encouragement, and he was known for his helpful encouragement of those just starting out in the field. Through the James J. Paxson Memorial Travel Grant, we hope to extend the encouragement he freely gave and the funding he deserved to scholars who wish to honor his legacy of kindness, erudition, and commitment to both expanding our knowledge of the medieval world and also embracing new ideas. 

Four grants of $450 each will be awarded to help defray travel costs, registration fees, lodging and other expenses for scholars who would otherwise find it a financial hardship to present their work at the International Congress on Medieval Studies. Priority will be extended to those presenting on topics dear to Prof. Paxson: medieval English literature, especially medieval allegory, and even more especially Piers Plowman; medieval drama; science and literature; critical theory; and/or Chaucer. Scholars whose careers would benefit the most from this opportunity, such as early career researchers, graduate students and contingent faculty, and scholars from populations historically underrepresented in medieval studies will also take precedence in our selection process..

Applicants should send these materials: an abstract of their accepted ICMS paper (350-500 words), a statement of financial need (briefly outlining why this award would be helpful at this time), and a short (2-3-page) C.V. (including full contact information). Please submit these as one document by email to Julie Orlemanski (at julieorlemanski [at] uchicago [dot] edu) by March 31. Note: you should receive a confirmation of receipt with 24 hours. If you do not receive confirmation, please write to Julie again to ensure that your application has been received. Applications will be reviewed by a diverse and interdisciplinary committee of scholars. The recipients of the grant will be announced no later than APRIL 12.

Tuesday, February 27, 2018

Confederate Monuments and the Cura pastoralis

Image: Martin Kraft (photo.martinkraft.com)
License: CC BY-SA 3.0
via Wikimedia Commons
[image description: photo of Silent Sam statue, with protesters]

by SEETA CHAGANTI

In a recent email to UNC Chapel Hill Chancellor Carol Folt, an anonymous group of senior faculty state that unless the administration agrees to remove a Confederate statue (known as “Silent Sam”) by March 1, the faculty sending the email will do it themselves. One can admire their missive for a number of reasons, including their commitment to direct action and their explicit, and correct, charge that the statue sends students, faculty, and staff of color the message that they are unwelcome and undervalued on the campus. But one aspect of this exchange that struck my medievalist ear with particular force is the invocation of “pastoral care,” in both the email and their subsequent press release, to describe the faculty’s understanding of their mission regarding students. Thinking about the resonances of this phrase in the context of the early Middle Ages revealed to me the strong tie between the antiracist act of removing this statue and a less tangible, but also crucial, imperative. This imperative is to render complicated ideas broadly accessible, so much so as to challenge the hierarchies by which such ideas are disseminated, in any fight for racial and social justice.

Book 1 of Gregory the Great’s sixth-century Cura pastoralis, or Liber regulae pastoralis (Book of Pastoral Rule), speaks not simply about the care of the flock but also about authority itself. The treatise describes the care of souls as governance, the weight of governing (regimen, Chapter 1; pondus regiminis, Chapter 3), and in doing so sounds uncannily pointed and prescient in our current moment. Gregory remarks on the importance of acquiring appropriate learning before assuming authority (Chapter 1) and of practicing what one preaches when in a position of authority (Chapter 2). He warns that many minds will not be equal to the distractions (Chapter 4) that offices of authority place before one. Furthermore, a leader might be puffed up (tumidus, Chapter 4) or experience a misguided sense of deservingness (Chapter 9). And Gregory acknowledges the importance of feeling reluctance to serve as an authority due to one’s own humility but doing so anyway from a sense of duty (Chapter 7), rather than greedily seeking power. In other words, for a critical account of the pitfalls of governance that anticipates, by over a millennium, exactly the kind of leadership to which we are now subjected, see Book 1 of the Liber.

But I’m not that interested here in giving airtime to the specific problem of Trump through Gregory the Great, or in analyzing Gregory’s attitude toward dominion itself. I am interested in the reception of Gregory’s cura pastoralis in the English Middle Ages and how that reception extends the implications of the pastoral care that the UNC faculty enact. In the late ninth century, King Alfred translated Gregory the Great’s Latin words about pastoral care into English, along with other works of religious and philosophical learning. Alfred’s response to Gregory’s work shows us that the critical stance toward an expression of authority, as well as the duty to attend to the flock (both accomplished by taking down the statue), must connect to the work of making difficult, subtle, and complicated ideas accessible to everyone. In a preface to the translation of Gregory’s text, Alfred observes that learning has decayed in England because Latin literacy has declined (afeallen wæs). Alfred declares it his mission to promote learning and wisdom by translating important works into English, for many know how to read English writing (monige cuðon Englisc gewrit arædan). His preface specifies that he will send a copy of the translation to every bishopric in England, and while that copy may not be removed from its minster, the better to ensure its continued accessibility there, it can be re-copied to promote its accessibility elsewhere. The Middle Ages often seem overrun with dragons of ecclesiastical and monarchical power, and thus it is easy to criticize this period as deeply committed to hierarchy and even responsible for hierarchical systems beyond its own time. But within that context, Alfred’s impulse to vernacularize and disseminate this work represents an intriguing experiment (one that he sees as having ancient precedent) in reconfiguring the channels of access to learning.

And even if Alfred’s motives are more complicated and less equitable than this formulation suggests, we as modern readers have something to gain from discerning in Alfred’s program an experiment in access. For in advocating this access, Alfred specifies what it really means to speak in a way that everyone understands. Re-reading the preface clarified to me that making concepts available in a language familiar to us (we ealle gecnawan mægen) is not the same thing as plain speaking, a concept that has become a misguided anti-intellectual ideal. Vernacularity does not mean “telling it like it is,” or expressing opinions that justify ignorance and bigotry by costuming them as directness. It is not the easy comprehensibility of simple vocabulary and syntax. It means doing the work of translating – at every educational stage and in every educational setting – a complicated architecture of concepts concerning governance, systems of privilege and control, and responsibility to care. It also means translating these ideas in ways that will promote further thoughts and actions toward justice rather than stifling them. For these reasons, I think the “Seventeen Tar Heel Faculty”’s identification of pastoral care as a guiding principle is especially fitting. This idea’s long history focuses on ministering to the flock, and even, as the UNC faculty enact it, empowering through that ministration those most vulnerable to injustice and harm. But in considering what pastoral care means and requires, the medieval ruler Alfred also heard a call to promote a more inclusive, and therefore a more productive, rigorous, and challenging, means to learning than had existed before.

Sunday, February 25, 2018

Dear Fellow Iberianists: Where Are We?

Cover image, Dario FernĂ¡ndez-Morera, The Myth of the Andalusian Paradise (2016)

by Chad Leahy

This is the first of three posts by Chad Leahy on Iberianism in today's medieval studies.

Dear reader of ITM: you don’t need me to tell you that an awful lot has been happening in Medieval Studies. I’d wager that most of us can rattle off a list of 2016-2017 highlights that might include #femfog, Leeds IMC, the Brown vs. Kim controversy, Charlottesville, and #AltCrusade17. And even if we aren’t publicly engaged in responding to this moment, I’d guess most of us are at least aware of the work of disciplinary awakening swirling around us: Work to acknowledge and redress the complicity of our silence. Work to reclaim Medieval Studies from the medievalist fantasies of white supremacists and misogynists. Work to confront the disciplinary practices and ideologies of exclusion that mark our past and present for people of color, women, and other underrepresented groups.

You know this already. In fact, the gesture of signaling the moment-ness of the moment is becoming almost routine. So routine that I fear the gesture itself threatens to be replaced by the meta-cliché of complaining about it.

For you, dear reader, let me offer that you are already aware of all of this in part because you are not an Iberianist. Maybe you work on Late Medieval England or Anglo-Saxons, Old Norse or Normans, Gaul or the Franks, Celts or the Crusader States. But Iberia? My question: where are all the Iberianists and Hispanists? What is behind our thundering absence from these conversations?

I think there are a number of ways we might respond to this question, but in what follows, I’d like to entertain just one theory. Maybe we aren’t experiencing the aforementioned moment-ness of the moment in quite the same way as some of our disciplinary cousins simply because we feel that we’ve already been engaged in this sort of business for years, toreando in this plaza at least since 1948, when AmĂ©rico Castro published España en su historia. (See this overview if you aren’t familiar).

As Nadia Altschul suggested almost a decade ago, Medieval Iberia is “enmeshed in midcoloniality. In contrast to other language-based disciplines, the existence of a so-called ‘multicultural’ Middle Ages is neither counterintuitive nor new within Ibero-Medievalism” (“The future of postcolonial approaches to medieval Iberian Studies” 9). We understand racial, cultural, and confessional complexity to be basic to our field, and long decades of interpretative struggle over those fundamentals have always served as unvarnished referenda on the political and ideological struggles of the present. Whether as a means of decentering Eurocentric historiography or imagining an alternative to the horrors of the Holocaust or refracting anxieties over contemporary extremism, the War on Terror, and Islamophobia or negotiating the essentializing politics of Spanishness under Franco, we’re accustomed to seeing Medieval Iberia as a tool to think through some pretty big, relevant problems. (And this, even though we often default to a position of problematic neutrality that sometimes borders on “criminal non-intervention,” as Simon Doubleday has argued).

So, is it just that we don’t consider more recent developments–especially those surrounding inclusion, violence, race, and nation–to be a disciplinary novelty?  

Even if the answer is yes–and I’m not sure it is–I would like to suggest that this shouldn’t exonerate us from remaining engaged. On the contrary, our passivity here has real consequences that we have an obligation to take seriously.

Let me offer just one example of what I mean: why did the publication of FernĂ¡ndez-Morera’s rabidly polemical The Myth of the Andalusian Paradise (2016) not give rise to a more vigorous public response by scholars in the field in 2017?

The thesis of this last monograph is, effectively, that al-Andalus was a violently retrograde hellscape of militant jihad, crucifixions, beheadings, sexual slavery, and female circumcision. This, in contradistinction to the relatively more open Christian communities of the North who, despite it all, heroically managed to keep alive the flame of Roman-Visigothic greatness in Hispania. Just think: if it weren’t for the reconquista, today we would be facing the inconceivable horror of a Spain bereft of wine and ham, and if it weren’t for Byzantium there would have been no medieval transmission of Classical knowledge, since on that front, the role of al-Andalus has been hugely exaggerated. The author passionately claims that all of us in the U.S. academy have been deliberately ignoring or misrepresenting this story both because we lack the methodological and linguistic skills to get at the real truth and because, either way, we prefer to remain duped in our ahistorical liberal fantasy of convivencia, which for the author always and only signifies a dreamy amalgam of inter-confessional brotherhood, artistic-intellectual glory, and multicultural tolerance.

The brazen absurdity of this should be patent. To begin with, this argument is built on a gross mischaracterization of what those in the U.S. academy have actually written. Case in point: Kenneth Baxter Wolf, Brian Catlos, Ann Rosemary Christys, David Coleman, Olivia Remie Constable, Jean Dangler, Jerilynn Dodds, Simon Doubleday, Denise Filios, Thomas Glick (with or without Oriol Pi-Sunyer), L. P. Harvey, Richard Hitchcock, Chris Lowney, David Nirenberg, Pamela Patton, Jonathan Ray, TeĂ³filo Ruiz, Janina M. Safran, and Maya Soifer are among just some of the relevant scholars that don’t even appear in the author’s bibliography. It is true that some (very few) of these folks are in fact quoted in the book’s frequent epigraphs, but in de-contextualized ways that in no way constitute a deep engagement with their work. (Carly Fiorina, too, gets an epigraph.) Even more noteworthy: also largely absent is MarĂ­a Rosa Menocal, who I would suggest is nevertheless everywhere here, with The Ornament of the World (2002) operating as a kind of haunting specter or token of everything ever said about al-Andalus in the U.S. academy. As a point of fact, those of us in the field know that there is a robust scholarly consensus about the shortcomings of Menocal’s work and the interpretative trend it embodies. (See, for example, this review article by Anna Akasoy). FernĂ¡ndez-Morera demonstrates no effort to acknowledge such work because, as S. J. Pearce has argued, “The entire book is constructed against a straw man… The Myth’s myth is a myth.” Even my undergraduates just reading a few selections from Constable’s anthology of source materials (Medieval Iberia)–a book I’d hardly call an arcane secret of the forgotten catacomb-archives–already know that the narrative against which FernĂ¡ndez-Morera rails is about as real as cynocephali and sciopods.

As if this weren’t concern enough, what should we make of the fact that The Myth was published by the Intercollegiate Studies Institute? According to their dogwhistle-laden mission, ISI is dedicated to promoting the advancement of “Western civilization,” a topic evidently under threat and “rarely taught” in the U.S. classroom. ISI also actively promotes “The values, customs, conventions, and norms of the Judeo-Christian tradition” because these “inform and guide a free society” and “[w]ithout such ordinances, society induces its decay by embracing a relativism that rejects an objective moral order.” In brief, this is an Institute with some very loaded ideological axes to grind. And FernĂ¡ndez-Morera is happy to do the grinding. Even if we accept the archaeological reasoning deployed here—i.e., that FernĂ¡ndez-Morera has indeed restored to truth realities hitherto ignored in the archive—the book’s particular rhetoric warmly and dangerously invites an Islamophobia that is in direct harmony with ISI’s political agenda of safeguarding the embattled civilization of Western Judeo-Christianity.

So why are we silent? Why no #MythFail hashtag? Why no #AndalusiaGate? Why no symposia or op-eds to set the record straight?

Maybe the case is simply that we have chosen to not dignify this work with a response. In one of the few negative reviews of the book that I’ve been able to find, self-professed conservative historian Thomas Madden predicts just that: “This book will change few minds. Professional scholars will dismiss it as an angry screed, unworthy of serious attention.”

I agree. But our resulting silence has serious consequences. It is probably not at all surprising that FernĂ¡ndez-Morera would be championed by a conservative publication as their number 3 on a list of “Top Ten Contemporary Academics Helping the Political Right” or lauded in a review by the author of a book called The Left is Never Right. One can imagine how this line of thought might go: see, Muslim tolerance is a liberal myth! Sharia lawyers are coming to force your daughters to wear hijab! Travel ban time (#MAGA)! On the other hand, maybe it is a little surprising that even liberal media outlets like HuffingtonPost approve of the debunking of a myth whose stranglehold on the field itself constitutes a myth. And more injurious still, even some very well-respected Hispanists, like NoĂ«l Valis (Yale University) and Antonio Carreño (Brown University, emeritus), contributed publicity blurbs for the dust jacket, praising the book’s iconoclasm. I genuinely trust that this last move reflects their own status as researchers who work primarily outside of Medieval Iberian Studies and who are thus simply less familiar with the broader bibliography that so deeply undermines the book’s claims. And yet, their names are there, communicating scholarly legitimacy.

But the problem that I consider far more upsetting here is that by not more vocally resisting The Myth, we have been party to its weaponization. Through our silence we passively condone the poisonous ideologies that champion FernĂ¡ndez-Morera’s work in places like Occidental Observer (a publication dedicated to “White Identity, Interests and Culture”) or on the white nationalist, neo-Nazi website Stormfront or on /4chan hate forums, where FernĂ¡ndez-Morera is referred to in the most enthusiastic terms. Here’s a sample: “Please—nothing annoys me more than politically-correct dolts that believe the ‘Moorish Occupation of Hispania’ was a magical, multi-cultural Utopia where unwashed, barbarian, Christian Whitey learnt [sic] at the feet of his benevolent, clean, civilised [sic] Arab and Negro Muslim overlords. For any interested in why the ‘benevolent, enlightened Moorish overlords’ thought that the negroes were little more than ‘animals,’ and liked destroying cathedrals and killing Spaniards, I advise Stormfronters to read DarĂ­o FernĂ¡ndez-Morera ‘The Myth of the Andalusian Paradise.’” (Note: I refuse to link to such sites). We needn’t even go that far down the rabbit hole. Youtube also houses an abundance of abhorrent responses to The Myth.

The problems here obviously go way beyond the fact that FernĂ¡ndez-Morera’s book suffers from defective methodology or suspect ideological biases. This isn’t about the book itself in a vacuum, but about the social and political practices it underwrites. It’s about a worldview of hatred and violence that draws strength from this book. Even if we are radical believers in academic freedom and don’t want to critique FernĂ¡ndez-Morera’s approach, our silence in not responding to the appropriation of his work by white nationalists and supremacists equates to tacit approval. Are we ok with FernĂ¡ndez-Morera misrepresenting our work? No, but maybe we’d rather not bother fighting scholarship that is so evidently absurd. But what about letting our work be appropriated (via The Myth) by hate groups as a means of justifying their abominable views? Such are the wages of our passivity. This is a real-world problem. This is serious.

So, where are we? That is the question. We appear to have been relatively reluctant to visibly enter the fray in 2017, whether it be over what I earlier called #MythFail or other aspects of our work. I’ve wondered here if this may have been due to a measure of confidence that we are already engaged in relevant struggles. Maybe that’s it, but there is clearly much work left to be done: Work to educate the public and our students. Work to educate even our own colleagues. And, most especially, real work to resist hatred. This is work that we need to acknowledge and embrace. I would like to suggest that we take this work seriously. That we do it visibly, openly, loudly. These struggles are not the proprietary domain of Anglo-Saxonists and specialists in Celts or Vikings. Dear Fellow Iberianists: can we please make some noise?


Chad Leahy is an Assistant Professor of Spanish at the University of Denver. His research centers on the politics of Jerusalem in Late Medieval and Early Modern Spain. He has published on a range of topics including Lope de Vega, Cervantes, and the morisco expulsion, and teaches regularly on al-Andalus.