|主題 Topic||The Child in Medieval Romance I-III|
|裝訂 Binding||□ 平裝 Paperback □ 精裝 Hardcover|
(10 / 13)
|Bibliography Reference||(STC, Duff, GW . . .)|
|撰寫日期 Date||Oct. 26, 2016|
A. 簡介 Introduction (within 500 words, Chinese or English)
「中世紀傳奇學會」主辦了三個場次，旨在探討中古傳奇與孩童關係的複雜性。探討的議題包含傳奇中如何呈現孩童與成人社會之間的關係？孩童可以挑戰社會秩序嗎？在什麼意義上可以或應該將傳奇理解為「兒童文學」？是否有可能構建出一個孩童的觀點？這些場次特別邀請專家學者從非傳統的學科，如心理學、人類學和情感歷史等方法來探索此議題。 [Original CFP] The medieval romance society is hosting for three sessions seeking to open up the complexities of romances’ engagement with children’s issues. How do romances problematize the relationships between children and adult society? Can children act to challenge the social order? In what sense can or should romances be understood as ‘children’s literature’? Is it possible to construct a child’s perspective? The sessions particularly invite approaches and methodologies drawn from non-traditional disciplines such as psychology, anthropology and emotions history. They aim to reconceptualise the ways in which children ‘read’ romance and forge new understandings of children’s engagement with medieval literary culture. Session I: The Child in Medieval Romance I: The Theorised Child This session invites papers theorising medieval children and and their relationship to romance literature. How do we conceptualize the ‘child’ in medieval romance? Papers might explore themes of maturity/immaturity, the social construction of childhood and adolescence, the place of modern theory in understanding and interrogating medieval childhood, codicological evidence of children’s reading, the concept of ‘children’s literature’ and its (un)applicability to medieval romance, the search for children’s voices in romance. Session II: The Child in Medieval Romance Romance II: The Curious Child This session invites papers on representations of learning and unlearning in medieval romance. Where does knowledge come from in romance and how is it acquired? Papers might examine the portrayal of teachers, students, masters and apprentices, the ways in which learning was gendered, or the connections between knowledge and maturity. Papers could clarify or seek to undermine distinctions between children’s learning and adult learning. Session III: The Child in Medieval Romance III: The Abused Child This session invites papers on romances’ portrayal of child maltreatment. What are we to make of narratives of incest, abandonment and child murder? Papers could discuss the portrayal of violence towards children and its relationship to medieval discourses of age, gender, motherhood, fatherhood, and nurture.
B. 延伸閱讀 Extended Reading