Beowulf and the Far Right (Pedagogical)

By Sarah Barringer

Why do we still read medieval stories?

This is the question I ask my students before my lesson on Beowulf and far-right groups. One reason, they decided, was that many medieval lessons and ideas remain relevant today. This is nowhere more apparent than in some far-right groups’ belief that Beowulf is ‘required reading’ for its valorization of a specific type of violent masculinity and white nationalism. Director Scott Wegener, for instance, ran afoul of several far-right groups, neo-Nazi and neo-Odinists in particular, when he cast Jayshan Jackson, a black man, as Beowulf in his adaptation Beowulf: Prince of the Geats. Wegener received several hate messages, one reading ‘Aryan culture IS FOR WHITES’ and later a blog was created to denounce the movie as historically inaccurate, sacrilegious, and an attack on white culture. Escaping this reading of Beowulf can be difficult in the classroom, but addressing the impact of far-right groups has become increasingly important in academia. I present below a 50-minute lesson plan that encourages students to challenge readings that flatten Beowulf into a story of violent, white masculinity and instead produce a far more nuanced reading of the complex construction of race and gender within the text.

Many scholars have noted the racist and white supremacist structures embedded within academia and pointed to the necessary dismantling of such structures. Mary Rambaran-Olm, M. Breann Leake, and Micah James Goodrich call for a ‘revolt,’ in the sense of both ‘revolution and disgust,’ that will acknowledge and uproot white supremacy within medieval studies. Sierra Lomuto argues that the medieval field has ignored ‘how we do promote whiteness through the disciplinary construct of the “medieval”’ and calls for structural change. As a teacher, Erik Wade acknowledges that ‘inclusion and representation are difficult in the medieval English literature classroom, especially in the Old English classroom,’ providing a list of inclusive medieval texts and translations, and relevant modern adaptations, to combat this difficulty.

In addition, it is important to scrutinize how far-right groups attempt to construct identities that they argue are ‘normal’ and ‘natural’ in the medieval period and today. Emily Chiariello argues: ‘It’s impossible to see the privilege and dominance associated with white racial identity without acknowledging that whiteness is a racial identity.’ This can be said of not only whiteness, but of masculinity. Teaching students to critically examine both literature and the real world encourages them to be aware of how identities are constructed in their everyday lives. This lesson asks students to articulate how seemingly natural identities are in fact created through a set of beliefs, values, and expectations, and to investigate why relying on the myth of a white, masculine past is uncritical and dangerous. As an interpretive pursuit, students summarize various beliefs and values of far-right groups and note how those appear in Beowulf. Students then consider why Beowulf is appealing to far-right groups and what their interpretive framework requires the reader to ignore (in the poem itself).

Background

This lesson focuses on student input, so the difficulty and complexity of the lesson is flexible. It can be taught to freshmen or seniors in a non-major college English course as well as in major English classes. Far-right groups and the concept of masculinity are familiar to many students, but some contextualization is necessary. Below I provide contextualization through the 2017 Charlottesville Riot, but other events can also be used effectively, including the January 6 US Capital Attack and the 2018 Berkley protests. Additional reading, such as readings on masculinity or more discussion of far-right groups, can also be assigned to add support or to provide additional complexity. For additional readings on whiteness and Beowulf, instructors might ask students to read and discuss Toni Morrison’s essay on Beowulf or have them compare her essay with J.R.R. Tolkien’s. Dorothy Kim compares the essays in an article, which also offers useful ideas for guiding students.

Anthony Crider (photographer), image of alt-right members preparing to enter Emancipation Park (Charlottesville, VA) on 12 August, 2017 (“Unite the Right” rally/riot).

If instructors have not created a discussion agreement or discussed hard conversations at the beginning of the semester, it is useful to do so now. Nahir Otaño Gracia provides an excellent summary of important points:

I constantly acknowledge conversations about race and white supremacy might make the students feel vulnerable and uncomfortable. BIPOC students feel scared that they will be hurt by micro/macro aggressions…White students might feel deep discomfort, guilt, and hostility…I make sure that the students understand that having feelings is normal. It’s okay to feel uncomfortable; it’s okay to feel vulnerable. I often ask them to sit with their feelings and to think why they feel the way they do.

At this point, a discussion agreement – Washington University provides some guidelines – can be created to highlight a desire to both remain open to classmates’ perspectives and to remind students this is not a space for racist commentary.

I taught this lesson in a general education literature course at the University of Iowa, a R1 university in the Midwest. Nearly 20% of students identify as first-gen. Approximately 70% of the students identify as white and most come from either the suburbs of Chicago or rural towns in Iowa. The class was comprised of non-major students ranging from freshmen to seniors. The course as a whole asked: Why do we still read medieval stories? I taught this lesson in week five out of fifteen weeks. This was our final day of discussing Beowulf, but this lesson could also be taught at the beginning or middle of the text. Prior to this lesson, I asked students to consider how masculinity and femininity appeared in Beowulf. Students noted that women were underrepresented and often objectified through their association with objects, such as gold. They also noted that Beowulf’s masculinity could be understood as either courageous and in the service of others, or as selfish and rash.

Lesson plan

Homework:

• Read Beowulf translation by Marie Dahvana Headley (she/her), pp. 78-95 (lines 1802-2209).

• Reading Response: I asked students to write 5 sentences explaining why we still read medieval texts, with specific reference to the day’s reading. Instructors may also ask students to explain how masculinity or race appears in the day’s reading so they will have examples from the text to draw from more quickly during the day’s activities.

• If desired, additional reading from Morrison, Tolkien, or Kim may be added here.

Learning Objectives:

• Explain how medieval texts are used and received today;

• Examine how extremist groups interpret and use medieval literature;

• Demonstrate how masculine and white identities are created; and

• Recognize how more nuanced interpretations illuminate a wider array of human experiences.

Context (5 minutes)

Purpose: Provide context so students who are less familiar with far-right groups do not get left behind and students who have a two-dimensional understanding of far-right groups do not fall into the same interpretational pitfalls as far-right groups do with Beowulf. This also allows the teacher to point students toward information that will be most relevant. This summary is meant to be purely informative.

Overall Summary:

• ‘The Far Right’ is a term that describes a collection of groups with politics that tend toward radical conservatism, nationalism, and authoritarianism.

• These groups often engage in political violence and oppression.

• Historically and in the modern day, far-right groups have used medieval symbols and literature to support their values.

• Some far-right groups have called Beowulf ‘required reading.’

• Many far-right groups idealize masculinity and society as it appears in Beowulf the story and Beowulf as a character.

Summary of Charlottesville:

• The events of August 12, 2017 are one example among many of political violence, enacted by far-right groups, that use medieval symbols and ideas.

• Far-right white nationalist groups began protesting after plans were announced to remove a confederate statue in Charlottesville, Virginia, and were met by counter-protesters.

• Far-right groups organized a protest for Aug 12. Violence began to escalate on Aug 11 and came to a head on Aug 12 when a car drove into a group of counter-protesters, killing one person and injuring about 19 others.

• In addition to medieval symbols, the far-right groups chanted, ‘Jews will not replace us’ and ‘You will not replace us,’ a phrase that signals the ‘white supremacist worldview that unless immediate action is taken, the white race is doomed to extinction by an alleged “rising tide of color” purportedly controlled and manipulated by Jews.’

• Some medieval allusions that appeared during the riot:

  • A round shield decorated with a black eagle

  • The Old Norse ‘knot of slain’ used to represent the afterlife

  • The Latin phrase Deus vult, meaning ‘God wills it, used by Crusaders

Writing Reflection (2 minutes)

Purpose: Encourage students to reflect on a sensitive and potentially high-stress topic and position themselves in relationship to the topic before engaging with others.

Instructions: Spend 2 minutes reflecting on the 2017 Riot in Charlottesville. Do you know anything else about it? What is your impression of it? What feelings do you have about it? You will not share this with the class. This is just for you.

Small Group Discussion (3–5 minutes)

Purpose: Give students the opportunity to reflect in a small group before engaging with the whole class. This topic may be stressful and put students in a cancel culture mindset, where they either are afraid of saying the ‘wrong thing’ or feel the need to police their classmates. A small group makes initial conversation easier, and students can share the group’s ideas rather than outing their own perspective.

Instructions: For 5 minutes, discuss why far-right groups might find Beowulf appealing. Find at least one specific example from the text.

Large Group Discussion (15 minutes)

Purpose: Gather a set of values and examples that are used to define masculinity in far-right groups in order to explore how masculinity is constructed.

Below, I have provided two sets of questions and example answers. Ask the first question, and as students speak, write down a list of traits. This list should be visible to students. Once you feel this has been exhausted, or after approximately 5 minutes, ask the second set of questions. As possible, connect the examples the students provide to the specific traits that you have listed. In addition to providing examples, make sure students tell you why this moment reflects these traits through the language, who is speaking to whom, what actions are being taken, etc. Make sure to provide page or line numbers so students can refer to these moments in the next activity.

Question 1: What are some traits that far-right groups associate with masculinity and femininity?

• You may note here that you are not asking students to make judgements, but to provide facts and list traits.

• Students may say that masculinity is associated with strength, violence, emotionlessness, and providing for the family. They may say that femininity is associated with softness, caretaking, and passivity. They may also refer to modern slang like ‘chad’ and ‘tradwife.’

Question 2: Where do we see these appear in the text? How does that reflect these values? Why is it appealing to the Far Right?

See examples in Appendix A

Counter-Interpretation (15 minutes)

Instructions: In small groups, choose one moment we’ve discussed and provide a different interpretation that considers a different way of defining masculinity or femininity. This may require finding other quotes or moments from the text. After about 10 minutes, each group will share their counter-interpretation.

See examples in Appendix B

Conclusion (5 minutes)

• I summarize what the students have noted during the lesson.

• I emphasize that far-right groups’ interpretations of Beowulf are narrow and frequently incorrect. They ignore the complexity of Beowulf’s character and whether we are meant to understand him as a hero or a failure. They ignore the importance of characters like Wealhtheow, fail to acknowledge the value of exploring the perspectives of maligned characters like Grendel’s mother and Modthryth, and rely on a version of the medieval period that does not exist.

• I also like to reassure students that if they find value in Beowulf’s heroics and loyalty, they shouldn’t take this as a sign that their interpretation is wrong or immoral. It can be valuable to be inspired by characters like Beowulf, but they should be careful such inspiration does not come at the expense of those like Wealhtheow or Grendel.

• Finally, I emphasize that these texts still resonate with people today.

Note: Heated Discussions

It is possible for a student to believe this lesson is an attack on men. The discussion may become heated or swing toward a defense of the Far Right. In this situation, here are a few techniques to consider:

• Ask students to slow down and reflect on paper for 3 minutes. On paper, they should reflect on what they heard said and how they feel about it. You can do this reflection yourself and then summarize to the class what you heard. You can also ask students if there are any concerns they’d like to address. If you have a discussion agreement, you can also point back to that.

• Remind students that the intention is not to attack men or the concept of masculinity. The intention is to consider how masculinity is constructed, and to consider why this type of masculinity is used to justify violent action. It may be helpful to ask students to articulate what experiences or emotions far-right groups deny men and the consequences that can have on real people. Some examples include crying, asking for help, and vulnerability.

• Ask students to return to the text. Where do we see the text support certain types of masculinity? How do you know the text is supporting that kind of masculinity? Why is it doing so?

Further Reading

Crosson Gilpin, Caroline, and Natalie Proulx. ‘Boys to Men: Teaching and Learning About Masculinity in an Age of Change.’ New York Times, April 12, 2018. https://www.nytimes.com/2018/04/12/learning/lesson-plans/boys-to-men-teaching-and-learning-about-masculinity-in-an-age-of-change.html

Kim, Dorothy. ‘The Question of Race in Beowulf.’ JSTOR Daily, 2019, https://daily.jstor.org/the-question-of-race-in-beowulf/.

Millender, Michaela. ‘The Exploitation of Gender and Masculinities on the Far-Right.’ The Global Observatory, Oct 25, 2023. https://theglobalobservatory.org/2023/10/the-exploitation-of-gender-and-masculinities-on-the-far-right/.

Morrison, Toni. ‘Grendel and His Mother.’ In The Source of Self Regard. (New York: Alfred A. Knopf, 2020), pp. 255-262.

Tolkein, J.R.R. ‘Beowulf: The Monsters and the Critics.’ Proceedings of the British Academy, 22 (1936): 245-295. https://jenniferjsnow.wordpress.com/wp-content/uploads/2011/01/11790039-jrr-tolkien-beowulf-the-monsters-and-the-critics.pdf.

Appendix A

Far-Right Groups Example Quotes & Interpretations

Opening: ‘Bro! Tell me we still know how to speak of kings! In the old days,/ everyone knew what men were: brave, bold, glory-bound. Only/ stories now, but I’ll sound the Spear-Danes’ song, hoarded for hungry times’ (l. 1 – 3).	The opening speaks of a mythic past where men were real men because they were brave, bold, and glory-bound. This upholds the fantasy of a white, masculine medieval ages. Far-right groups often desire to recapture a mythic (and nonexistent) past when men were ‘real’ men, since today men and white men especially are under attack.
Breca: ‘I was Breca’s lifeguard. I knew my duty’ (l. 543).	Beowulf reframes himself as a protector of Breca, rather than an arrogant show-off. Beowulf is the narrator here and defends himself against those he sees as less worthy. This is appealing to the men in far-right groups who feel they need to defend their masculinity as just and fair.
Wealhtheow: ‘Wealhtheow appeared among them then, Hrothgar’s queen./ Gleaming, her gown golden, she chose her chance to charm./ She was the cup-keeper. She raised it high to show the men,/ then bore it to Hrothgar, Dane’s delight,/ her husband and home-holder’ (l. 612 – 6).	Wealhtheow is defined by her relationship to a domestic space, her husband, and the objects around her. She doesn’t speak, and her value is expressed by her proximity to valuable objects. This makes her seem like a valuable object. Her job here is to serve her husband and his guests. This is appealing to far-right groups because it puts women in the position of serving men. It also glorifies women as beautiful and pure, while not considering their agency.
Grendel: ‘[Grendel] gripped that sleeper [Beowulf], though, and found himself/ conscripted, his own hand grabbed/ by a commanding Geat. The grasp began/ the tear that would take Grendel out/…The attacker became the attacked—/ racked with pain, attempting to escape,/ to race from hall to fens, his hidden highways’ (l. 747 – 50, 760 – 2).	Beowulf is so strong that he easily defeats Grendel, protecting his people as no one else could. Grendel immediately gives up and flees, a coward. This is appealing to far-right groups because it posits the idea that men can be unique heroes in service to their people, and that though their foes are scary, they’re actually cowards who will crumple in the face of a strong man.

Appendix B

Counter-Interpretation Example Quotes & Interpretations

Opening: ‘Later days were cloudier. A war began./ Hygelac was dead by then, his shield yielding/ no safety for his son, Heardred, against the war-wired/ Scylfings, who patrolled, hunting for the young Geat-king’ (l. 2200 – 3).	In the end, Hygelac and Beowulf leave their kingdom ravaged by war. They do not prosper, and at the very end Beowulf’s people are left in fear of being ravaged and destroyed. Perhaps Beowulf was not a good king, but someone who was too focused on battle to consider how to create meaningful peace and growth for his people. Students may also refer to other moments where Beowulf can be seen as selfish or rash.
Breca: ‘Bro, do you happen to be the Beowulf/ who challenged Breca in the open ocean,/ insisting you should swim in shark-seas/ for no reason but to prove your petty prowess?’ (l. 503 – 6)	Before Beowulf speaks, Unferth speaks of Beowulf’s actions as petty and arrogant, interested primarily in personal glory. From this we can consider who is telling the story and how Beowulf’s actions look different to different people. Maybe Beowulf is not as selfless and heroic as he makes himself out to be.
Wealhtheow: ‘I ask only that you gift the kingdom/ to your kin, before your sword is sheathed in smoke’ (l. 1179 – 80).	Wealhtheow gives Hrothgar important advice about inheritance and how he should interact with Beowulf. She reminds him of his duty and responsibility to his family. The original quote about Wealhtheow can also be used in isolation. You can consider the story from her perspective and why her job as a cup-bearer is important for creating bonds between diverse groups. It is also worth recognizing that both this and the previous reading of Wealhtheow are not only about femininity but specifically white femininity.
Grendel: ‘Grendel hurt, and so he hunted’ (l. 120).	Grendel has lived here with his people for far longer than Hrothgar and his ancestors. His retaliation is not mindless but based on the hurt and violence done to him and the land. More advanced readers, or those guided by Morrison, may also note the text’s general lack of interest in Grendel’s backstory and interiority.

Author Bio

Sarah Barringer is a graduate student at the University of Iowa. Her dissertation, "Transmasculine Narratives in Medieval Literature," argues that transmasculine characters in medieval literature allowed medieval audiences to imagine a gender that comprised both feminine and masculine elements. She teaches general education in literature courses at the University of Iowa on monstrosity and identity.