Translation and commentary are often associated with institutions and patronage; but in Italy around the time of Dante, widespread vernacular translation was mostly on the spontaneous initiative of individuals. While Dante is usually the starting point for histories of vernacular translation in Europe, this book demonstrates that The Divine Comedy places itself in opposition to a vast vernacular literature already in circulation among its readers. Alison Cornish explores the anxiety of vernacularization as expressed by translators and contemporary authors, the prevalence of translation in religious experience, the role of scribal mediation, the influence of the Italian reception of French literature on that literature, and how translating into the vernacular became a project of nation-building only after its virtual demise during the Humanist period. Vernacular translation was a phenomenon with which all authors in thirteenth- and fourteenth-century Europe - from Brunetto Latini to Giovanni Boccaccio - had to contend.

In the course of 750 years, Dante Alighieri has been made into a universally important icon deeply engrained in the world’s cultural memory. This book examines key stages of Dante’s appropriation in Western cultural history by exploring the intermedial relationship between Dante’s Divina Commedia, the tradition of his iconography, and selected historical, literary and artistic responses from British artists in the 19th and 20th centuries. The images and iconographies created out of Dantean appropriations almost always centre around the triad of allegory, authority and authenticity. These three important aspects of revisiting Dante are found in the Dantean image fostered in Florence in the 14th and 15th centuries and feature prominently in the works of Dante Gabriel Rossetti, T. S. Eliot and Tom Phillips. Their appropriation of Dante represents landmarks in the productive reception of the Florentine, and is invariably linked to a tradition of Dante studies established in Britain during the middle of the 19th century. For Dante Gabriel Rossetti the Florentine provides a model for Victorian Dantean self-fashioning and becomes an allegory of authenticity and morality. For T. S. Eliot, Dante represents the voice of literary authority in Modernist poetry and serves as the allegory of a visionary European author. For Tom Phillips, the engagement with Dante and his text represents an intertextual and intermedial endeavour, which provides him with a rich cultural tapestry of art, thought and ideas on the Western world. The main focus of this study, therefore, is on how Dante’s image was fixed in the first 200 years of his appropriation in Florence, how fruitfully the Dantean images and his text have been taken up and used for creative and intellectual production in Britain over the course of the past centuries, and what moral, literary, or political messages they continue to convey.

The first study of the reception of Aristotle in Medieval and Renaissance Italy that considers the ethical dimension of translation.

The Latin poet Ovid continues to fascinate readers today. In Italian Readers of Ovid from the Origins to Petrarch, Julie Van Peteghem examines what drew medieval Italian writers to the Latin poet’s works, characters, and themes. While accounts of Ovid’s influence in Italy often start with Dante’s Divine Comedy, this book shows that mentions of Ovid are found in some of the earliest poems written in Italian, and remain a constant feature of Italian poetry over time. By situating the poetry of the Sicilians, Dante, Cino da Pistoia, and Petrarch within the rich and diverse history of reading, translating, and adapting Ovid’s works, Van Peteghem offers a novel account of the reception of Ovid in thirteenth- and fourteenth-century Italy.

Transnational Italian Studies is specifically targeted at a student audience and is designed to be used as a key text when approaching the disciplinary field of Italian studies. It allows the study of Italian culture to be construed and practised not simply as the inquiry into a national tradition but as the study of the interaction of cultural practices both within Italy itself and in those parts of the world that have witnessed the extent of Italian mobility. The text argues that Italian culture needs to be considered in a transnational/transcultural perspective and that an understanding of linguistic and cultural translation underlies all approaches to the study of Italian culture in a global context. Contributions deploy a range of methodological approaches to understand and illustrate how language operates, how culture inhabits and constitutes public and private space, how notions of time operate within people’s lives, and the multiple ways in which people experience a sense of personhood. Chapters stretch from the medieval period to the present and demonstrate how transnational Italian culture can be critically addressed through the examination of carefully chosen examples. Contributors: Alessandra Diazzi, Andrea Rizzi, Barbara Spadaro, Charles Burdett, Clorinda Donato, David Bowe, Derek Duncan, Donna Gabaccia, Eugenia Paulicelli, Fabio Camilletti, Giuliana Muscio, Jennifer Burns, Loredana Polezzi, Marco Santello, Monica Jansen, Naomi Wells, Nathalie Hester, Serena Bassi, Stefania Tufi, Teresa Fiore and Tristan Kay.

Verrocchio worked in an extraordinarily wide array of media and used unusual practices of making to express ideas.

In fourteenth-century Italy, literacy became accessible to a significantly larger portion of the lay population (allegedly between 60 and 80 percent in Florence) and provided a crucial means for the vernacularization and secularization of learning, and for the democratization of citizenship. Dante Alighieri's education and oeuvre sit squarely at the heart of this historical and cultural transition and provide an ideal case study for investigating the impact of Latin education on the consolidation of autonomous vernacular literature in the Middle Ages, a fascinating and still largely unexamined phenomenon. On the basis of manuscript and archival evidence, Gianferrari reconstructs the contents, practice, and readings of Latin instruction in the urban schools of fourteenth-century Florence. It also shows Dante's continuous engagement with this culture of teaching in his poetics, thus revealing his contribution to the expansion of vernacular literacy and education. The book argues that to achieve his unprecedented position of authority as a vernacular intellectual, Dante conceived his poetic works as an alternative educational program for laypeople, who could read and write in the vernacular but had little or no proficiency in Latin. By reconstructing the culture of literacy shared by Dante and his lay readers, Dante's Education shifts critical attention from his legacy as Italy's national poet, and a "great books" author in the Western canon, to his experience as a marginal intellectual engaged in advancing a marginal culture.

Drawing together the latest research in the field, The Routledge History of the Renaissance treats the Renaissance not as a static concept, but as one of ongoing change within an international framework. It takes as its unifying theme the idea of exchange and interchange through the movement of goods, ideas, disease and people, across social, religious, political and physical boundaries. Covering a broad range of temporal periods and geographic regions, the chapters discuss topics such as the material cultures of Renaissance societies; the increased popularity of shopping as a pastime in fourteenth-century Italy; military entrepreneurs and their networks across Europe; the emergence and development of the Ottoman empire from the early fourteenth to the late sixteenth century; and women and humanism in Renaissance Europe. The volume is interdisciplinary in nature, combining historical methodology with techniques from the fields of anthropology, sociology, psychology and literary criticism. It allows for juxtapositions of approaches that are usually segregated into traditional subfields, such as intellectual, political, gender, military and economic history. Capturing dynamic new approaches to the study of this fascinating period and illustrated throughout with images, figures and tables, this comprehensive volume is a valuable resource for all students and scholars of the Renaissance.

Since the beginnings of Italian vernacular literature, the nature of the relationship between Francesco Petrarch (1304-1374) and his predecessor Dante Alighieri (1265-1321) has remained an open and endlessly fascinating question of both literary and cultural history. In this volume nine leading scholars of Italian medieval literature and culture address this question involving the two foundational figures of Italian literature. Through their collective reexamination of the question of who and what came between Petrarch and Dante in ideological, historiographical, and rhetorical terms, the authors explore the emergence of an anti-Dantean polemic in Petrarch's work. That stance has largely escaped scrutiny, thanks to a critical tradition that tends to minimize any suggestion of rivalry or incompatibility between them. The authors examine Petrarch's contentious and dismissive attitude toward the literary authority of his illustrious predecessor; the dramatic shift in theological and philosophical context that occurs from Dante to Petrarch; and their respective contributions as initiators of modern literary traditions in the vernacular. Petrarch's substantive ideological dissent from Dante clearly emerges, a dissent that casts in high relief the poets' radically divergent views of the relation between the human and the divine and of humans' capacity to bridge that gap.

Scholars have traditionally viewed the Italian Renaissance artist as a gifted, but poorly educated craftsman whose complex and demanding works were created with the assistance of a more educated advisor. These assumptions are, in part, based on research that has focused primarily on the artist's social rank and workshop training. In this volume, Angela Dressen explores the range of educational opportunities that were available to the Italian Renaissance artist. Considering artistic formation within the history of education, Dressen focuses on the training of highly skilled, average artists, revealing a general level of learning that was much more substantial than has been assumed. She emphasizes the role of mediators who had a particular interest in augmenting artists' knowledge, and highlights how artists used Latin and vernacular texts to gain additional knowledge that they avidly sought. Dressen's volume brings new insights into a topic at the intersection of early modern intellectual, educational, and art history.