New Chaucer Studies: Pedagogy and Profession
Parent: UC San Diego
eScholarship stats: Breakdown by Item for October, 2024 through January, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 3sp474jv | Re-Telling Chaucer in Zadie Smith’s Wife of Willesden | 292 | 77 | 215 | 26.4% |
| 6d79q212 | The Secret (Book) History of Dark Academia | 226 | 48 | 178 | 21.2% |
| 1px6h293 | On Not Wasting Time | 168 | 23 | 145 | 13.7% |
| 62s3h6rx | Conversations: Candace Barrington Interviews Patience Agbabi, author of Telling Tales | 148 | 29 | 119 | 19.6% |
| 4fs5f82d | Editors’ Introduction: The Time of Psychoanalysis | 122 | 25 | 97 | 20.5% |
| 0mn2x5x1 | Sigmund Freud’s Allegories of Psychic Self-Discipline | 121 | 31 | 90 | 25.6% |
| 7s83r7xr | Psychoanalysis after Affect Theory: The Repetitions of Courtly Love in Chaucer | 120 | 28 | 92 | 23.3% |
| 9vv6k70f | Writing a Teaching Book | 110 | 23 | 87 | 20.9% |
| 5jt7440v | Middle Ages for Educators | 105 | 6 | 99 | 5.7% |
| 25r3q278 | The Development and Significance of the International Anchoritic Society | 102 | 8 | 94 | 7.8% |
| 2p34s44p | Since March 2020…Rethinking Vulnerability, Taylor Swift’s Pandemic Records, and Piers Plowman’s Women | 102 | 26 | 76 | 25.5% |
| 6r17b9mq | Introduction: Teaching and Research in Twenty-first-century Higher Education | 102 | 10 | 92 | 9.8% |
| 226563dr | Afterword: Psychoanalysis across Medieval Studies | 101 | 6 | 95 | 5.9% |
| 7gn265vm | Mind the Gap: On Teaching One’s Research, Or Not | 99 | 38 | 61 | 38.4% |
| 44c7q7b8 | Editors’ Introduction: On Fragility, Institutions, and Reflecting | 92 | 9 | 83 | 9.8% |
| 6xp8p1pq | Persistence | 91 | 16 | 75 | 17.6% |
| 4r92j31v | Response to “#MeToo, Medieval Literature, and Trauma-Informed Pedagogy” | 87 | 16 | 71 | 18.4% |
| 1qh1n467 | Editing JEGP : some (ambivalent) reflections | 85 | 7 | 78 | 8.2% |
| 0q0204x6 | Logistics, Cultural Capital, and the Psychic Zone of Contamination | 83 | 13 | 70 | 15.7% |
| 68z8t9mp | Teaching Medieval Chivalry in an Age of White Supremacy | 83 | 23 | 60 | 27.7% |
| 2837w91f | Teaching my translation of Piers Plowman: The A Version at California State University, Los Angeles (CSULA) | 82 | 8 | 74 | 9.8% |
| 55j996hh | Editors' Introduction | 82 | 4 | 78 | 4.9% |
| 82j1f7d0 | Borderlands Chaucer | 81 | 4 | 77 | 4.9% |
| 9z20b78t | U.S. Public Higher Education, General Education, and the Medievalist | 80 | 8 | 72 | 10.0% |
| 73k6f57s | The End of Chaucer Studies | 78 | 9 | 69 | 11.5% |
| 3b5352pg | Life with Concepts: Allegory, Recognition, and Adaptation | 77 | 16 | 61 | 20.8% |
| 4qj0j1w1 | Teaching The Legal Culture of Icelandic Sagas In a First-Year Writing Seminar | 75 | 5 | 70 | 6.7% |
| 8bj267nw | Eating Up the Enemy: Teaching Richard Coer de Lyon and the Misrepresentation of Crusader Ideology in White Nationalist Agendas | 75 | 15 | 60 | 20.0% |
| 8hm2f4xt | Mens, Manus, and Medieval Literature at MIT | 74 | 7 | 67 | 9.5% |
| 7cf0k7d4 | The Wife of Bath, Fanfiction Writer: Teaching “The Seconde Tale of the Wyf of Bath” | 71 | 15 | 56 | 21.1% |
| 3zp5t29z | Chaucer's Literary Soundscapes in the College Classroom | 69 | 9 | 60 | 13.0% |
| 8jf7x518 | Pedagogy and Pizarro | 69 | 14 | 55 | 20.3% |
| 9rz800vq | The Once and Future Relevance of Medieval Studies | 67 | 8 | 59 | 11.9% |
| 3bb9x3r6 | The Year of Living Decanally, or Non-Regular Research | 63 | 6 | 57 | 9.5% |
| 3zg0g4cs | Chaucer, Intertextuality, and Academic Integrity: What Medieval Studies Can Teach Composition and Rhetoric | 63 | 6 | 57 | 9.5% |
| 9sz0n2bb | Criseyde, Consent, and the #MeToo Reader | 63 | 24 | 39 | 38.1% |
| 4814219v | Surviving and Thriving in Secondary Schools: A Response to the Cluster on “Medieval Studies and Secondary Education” | 61 | 26 | 35 | 42.6% |
| 76s2k98m | ‘Chaucer’s World’ Study Days in Oxford for Post-16 Students: Enhancing Learning and Encouraging Wonder | 61 | 4 | 57 | 6.6% |
| 6863m462 | Students and Teachers: An Interview with Aranye Fradenburg Joy | 55 | 11 | 44 | 20.0% |
| 1hs308ms | Politics, Identities and the Contemporary Medieval | 54 | 13 | 41 | 24.1% |
| 8gn6s0z3 | Refugee Tales (UK) Meets Chaucer’s Canterbury Tales: An Australian’s Historical Perspective | 53 | 12 | 41 | 22.6% |
| 1vp0n6dc | Creating Interior Mayhem in The Castle of Perseverance | 51 | 18 | 33 | 35.3% |
| 8b87c2nb | Approaches to Teaching the "Multicultural Middle Ages" | 48 | 12 | 36 | 25.0% |
| 2k37h3qq | Centering Medieval Africa: Guidelines and Resources for Non-Specialist Educators | 47 | 13 | 34 | 27.7% |
| 0pb0b5r0 | Female Consent and Affective Resistance in Romance: Medieval Pedagogy and #MeToo | 46 | 16 | 30 | 34.8% |
| 3645v9zf | Derek Pearsall as a Teacher: A Brief Memoir | 45 | 3 | 42 | 6.7% |
| 5b27g25g | How I Teach the Canterbury Tales | 45 | 11 | 34 | 24.4% |
| 07r0m1f7 | How to Teach The Canterbury Tales in (My Own) Translation | 44 | 16 | 28 | 36.4% |
| 376423jb | Archives and the Middle Ages: Materials for History | 44 | 13 | 31 | 29.5% |
| 9jk8m4v5 | History of the International Piers Plowman Society | 43 | 5 | 38 | 11.6% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.