The Song of Roland: How the Middle Ages Aren’t Old

Abstract

“The Song of Roland: How the Middle Ages Aren’t Old” describes how a medieval epic can illuminate not only oppressive imperial histories but also contain resistance and critique. By highlighting the tension between hegemonic claims and hybrid practices, students become attuned to the ongoing circulation of divisive discourses and also learn ways to identify openings for mutuality. I propose several ways for instructors to expand their engagement with unfamiliar literatures: How can we embrace translation and the spirit of the curious amateur to grow our own knowledge and that of our students? Finally, I describe teaching techniques that foster pluralistic social dynamics in the classroom. Social learning increases students’ ability to engage sincerely across differences without the pressure to reach agreement. By providing platforms for students to safely self-disclose personal and academic backgrounds, and then connecting them to the course materials, instructors can amplify the social impact of learning itself.