Abstract
This essay is inspired both by an increasing disciplinary contention that Chaucerians engage with popular culture and by a refreshed critical interest (reflected in the burgeoning field of the Scholarship of Teaching and Learning) in sharing pedagogical innovations and interests with peers within a public forum.2 Notwithstanding lingering professional suspicions about the value of the popular, engagement with popular culture involves the need both to better communicate Chaucer’s aesthetic distinction to the culture at large and to embrace the popular in our teaching. This essay offers a brief meditation on the value of the popular and offers two theoretical approaches that one might use to introduce the study of Chaucer’s popular constructions into the classroom. I suggest, in short, that Chaucer’s reproduction in popular culture has both pedagogical and critical value—both as interpretations of his poetry as it is adapted to
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