Introduction

Why teach Middle Dutch or study medieval blackness?

The goal of these free interactive materials is to highlight the diversity of Germanic experiences and peoples reflected in the literature of the high Middle Ages. These materials were designed in the hopes that instructors would be able easily to incorporate this important and oft-neglected aspect of German cultural history into their classes – although learners may also approach the materials independently. Instructors teaching courses on diversity in German culture, on medieval German studies, or on other related topics, will be able to access, use and adapt these materials without the need for further research and with very minimal preparation.

The knowledge that 13th and 14th century writers portrayed complex, multi-faceted yet successful black Arthurian knights will support the learners’ grasp of issues such as diversity and inclusivity in the longue durée, with the broader aim of better understanding and ultimately combatting racism. This module encourages learners to start thinking about how skin colour relates to the concept of race via a discussion-focused approach and a series of short readings in the original Middle Dutch language. It introduces some of the central elements of Critical Race Theory, bringing awareness to an important and rapidly growing field of enquiry. Additionally, these materials serve as an opportunity to expose learners to an under-represented Germanic language and its history, along with excerpts of a rarely studied medieval text, the Middle Dutch Moriaen. Due to its close linguistic connections both with English and German, Middle Dutch is an ideal and accessible addition to any medievalist or Germanist’s skillset. The many cognates shared by the three languages facilitate the learning process, and advanced learners of German will review useful vocabulary and linguistic concepts on the way.

User guide

The materials featured here were successfully tested in a small, mixed undergraduate and graduate class at the University of Toronto in the Fall 2023 term. They are especially suitable for advanced undergraduates. While the lesson plans cover a total of four hours divided into two two-hour sessions, this is easily adaptable, and suggestions are included for a slightly longer module. No prior knowledge of medieval German or of Critical Race Theory is required of the students as all the important concepts are explained, although the materials would of course complement an introductory course on either subject very well.

After a brief linguistic and literary introduction to Middle Dutch, the learners read passages of Moriaen and analyse the narrative perspective in order to critically assess the text’s treatment of the black protagonist. In a second session, working definitions of race and racism are offered to deepen the learners’ analyses, and one example of recent scholarship on the question of race in during the Middle Ages is discussed. General comparisons with the depictions of a few black characters in medieval art are also made, and the materials include suggestions of medieval German texts which may be used to further situate the readings in the wider cultural context of the period. The module concludes with an open discussion of the eponymous Moriaen and the factors which determine his ambivalent presentation in the text.

The materials include recordings of Middle Dutch readings, English and German translations of the passages, links to the most recent edition of Moriaen (which is also open access) and to corresponding sections in the digitized manuscript, along with pedagogical notes and suggestions to facilitate their use. This format allows for use in online, hybrid and in-person settings, and students will be able to access the materials long after term has ended or to study them on an independent basis.

The recordings of Middle Dutch and Middle High German readings and translations of Moriaen are my own.

About the author

Sophie M.C. Jordan is a PhD candidate in German and course instructor at the University of Toronto. She has experience teaching both foreign languages and literature at all levels and has completed pedagogical training and research specifically around questions of diversity in university classrooms.

The content included here is the result of ongoing original research, first under the supervision of Prof. Almut Suerbaum at the University of Oxford, and Prof. Markus Stock at the University of Toronto.

Any questions, feedback, or suggestions are warmly welcomed and should be sent to sophie.jordan@mail.utoronto.ca.