Bøger af Catherine E. Karkov

A powerful claim for the virtues of a more thoughtful and collegiate approach to the academy today.This book offers a response to the culture of metrics, mass digitisation, and accountability (as opposed to responsibility, or citizenship) that has developed in higher education world wide, as exemplified by the UK's Research Excellence Framework exercise (REF), and the increasing bureaucracy that limits the time available for teaching, research, and even conversation and collaboration. Ironically, these are problems that will be solved only by academicsfinding the time to talk and to work together. The essays collected here both critique the culture of speed in the neoliberal university and provide examples of what can be achieved by slowing down, by reclaiming research and research priorities, and by working collaboratively across the disciplines to improve conditions. They are informed both by recent research in medieval studies and by the problematic culture of twenty-first century higher education. The contributions offer very personal approaches to the academic culture of the present moment. Some tackle issues of academic freedom head-on; others more obliquely; but they all have been written as declarations of theacademic freedom that comes with slow thinking, slow reading, slow writing and slow looking and the demonstrations of its benefits. CATHERINE E. KARKOV is Professor and Chair of Art History at the University of Leeds. Contributors: Lara Eggleton, Karen Jolly, Chris Jones, James Paz, Andrew Prescott, Heather Pulliam

A fresh approach to the construction of "Anglo-Saxon England" and its depiction in art and writing.

A study of the relationship between text and picture in the only surviving illustrated Anglo-Saxon poetic manuscript. It locates the manuscript within the cultural contexts in which it was produced, documenting its transformation by poets, artists, scholars and editors from biblical poetry to a national historical narrative.

Fresh assessments of Edgar's reign, reappraising key elements using documentary, coin, and pictorial evidence.

Analysis of a group of images of kingship and queenship from Anglo-Saxon England explores the implications of their focus on books, authorship and learning.

Essays on the brief but tumultuous reign of Harold II, and one of our most important sources of knowledge of the time - the Bayeux Tapestry.

A fresh appraisal of the art of Anglo-Saxon England, focusing on art as an aesthetic vehicle and art as an active political force.

Essays centred round the representation of weaving, both real and imagined, in the early middle ages.The triple themes of textile, text, and intertext, three powerful and evocative subjects within both Anglo-Saxon studies and Old English literature itself, run through the essays collected here. Chapters evoke the semantic complexities of textile references and images drawn from the Bayeux Tapestry, examine parallels in word-woven poetics, riddling texts, and interwoven homiletic and historical prose, and identify iconographical textures in medieval art. The volume thus considers the images and creative strategies of textiles, texts, and intertexts, generating a complex and fascinating view of the material culture and metaphorical landscape of the Anglo-Saxon peoples. It is therefore a particularly fitting tribute to Professor Gale R. Owen-Crocker, whose career and lengthy list of scholarly works have centred on her interests in the meaning and cultural importance of textiles, manuscripts and text, and intertextual relationships between text and textile. MAREN CLEGG HYER is Associate Professor and Graduate Coordinator in the Department of English at Valdosta State University; JILL FREDERICK is Professor of English at Minnesota State University Moorhead. Contributors: Marilina Cesario, Elizabeth Coatsworth, Martin Foys, Jill Frederick, Joyce Hill, Maren Clegg Hyer, Catherine E. Karkov, Christina Lee, Michael Lewis, Robin Netherton, Carol Neuman de Vegvar, Donald Scragg, Louise Sylvester, Paul Szarmach, Elaine Treharne.

Advances the complex study of Anglo-Saxon carved monuments, such as the Ruthwell Cross, by adopting more explicit theoretical approaches to the subject. Scholars included here are explicit in describing how their approaches complement (or, more often, contradict) the work of others.