To cut the past : queer touch, medieval materiality, and the craft of wonder

This dissertation emerges from a multivocal conversation in queer, affect, and medievalist scholarship, which privileges encounters with fragmentary details to create and describe connections between bodies separated in time and space. From Carolyn Dinshaw’s metaphorics of touch and “partial connection” across time to Roland Barthes’s punctum that joins disparate bodies, scholars invoke and rely on the fragmentary to describe and generate affective connections. This project makes that shared understanding explicit, literal, and literary – and also gives it a deeper history – by showing how medieval poets crafted and emphasized fragmentary tropes to enable connections that might not otherwise exist.

Each chapter reads a medieval literary object – the bodily cut; stained glass; and, the grafted tree – as a fragmentary trope through which mutually exclusive entities (the dead and the living, the past and the present, and the earthly and the celestial) can be imagined as coming together and coexisting. Through graphic and sustained descriptions of the body and bodily sensations, both medieval and contemporary authors betray an interest in the visceral qualities of their fragmentary tropes, and rely on that viscerality to describe various forms of partial connection. To Cut the Past works to show that wonder, and specifically the openendedness and multiplicity that wonder generates, is the primary affect in establishing affective relationships between metaphysically disconnected entities. Encounters with the fragmentary objects I read create wonder, and that wonder in turn creates a portal or touchstone that allows access to perhaps otherwise unreachable worlds and things. The medieval texts I read show the process by which wonder connects.

Ultimately, as I outline, this insight can be extended to pedagogy. By accepting an invitation from contemporary scholarship and medieval poets, we may encourage students to become alive to the fragments that stick out to them (the textual details to which they connect viscerally) in medieval and postmedieval texts, and to use those fragments as points of access to initiate their readings. This reading orientation works not only to make medieval literature relevant and interesting to students, and to offer a new way of understanding themselves and what matters to them; it also provides historically-enriched insight into the medieval past.