Unearthing the Vampire: Succubi, Secrets, and Women’s Monstrosity

Earlier this month, the corpse of a woman with a protruding front tooth and a sickle positioned across her throat was discovered in a 17th-century cemetery near the village of Pien in south-eastern Poland. The sickle was meant to keep the body contained: should the deceased woman have attempted to rise from her grave, the blade would have promptly beheaded her. Coupled with the woman’s prominent incisor, the placement of the sickle suggests that those who tended to her burial may have feared she was a vampire.

Professor Dariusz Poliński from Nicholas Copernicus University observed, “The sickle was not laid flat but placed on the neck in such a way that if the deceased had tried to get up most likely the head would have been cut off or injured.” Photo courtesy of Miroslaw Blicharski and Alexsander Poznan.

The woman was found with the remains of a silk head dressing, which indicates she was someone of high social status, as such a garment would have been an expensive commodity. Of course, this woman would be neither the first aristocrat nor the first woman to be suspected of vampirism.

In addition to the positioning of the sickle and her prominent incisor, a padlock was secured around the big toe of the woman’s left foot, which may be meant to symbolize “the closing of a stage and the impossibility of returning,” according to Poliński. Photo courtesy of Miroslaw Blicharski and Alexsander Poznan.

Elizabeth Báthory was a Hungarian noblewoman and history’s most prolific female serial killer, who tortured and murdered as many as 650 girls and women between 1590 and 1610. Her association with vampirism manifests in the folklore that describes the countess’s ritual of bathing in her virgin victims’ blood to retain her youthful beauty. Neither the number of victims nor her bathing activities are confirmed. Nevertheless, a servant girl testified that she saw the figure recorded in one of Báthory’s private books, and another witness stated that he had seen the countess covered in blood. Colloquially, she became known as the Bloody Countess and, more contemporarily, Lady Dracula. 

A copy of the only known portrait of Elizabeth Báthory, depicting the countess at age 25. The original painting from 1585 has been lost.

Vlad Dracul, the late medieval ruler more commonly known as Vlad the Impaler, derived his namesake from his preferred method of murdering his enemies: impalement, a particularly gruesome form of death where a wood or metal pole is inserted through the body either front to back, such as a stake might be driven through a vampire’s chest, or vertically through the rectum or vagina. The prince purportedly enjoyed dining amongst his dying victims and dipping his bread into their blood.

Portrait of Vlad Dracul by an unknown artist, circa 1560. This painting, like the one of Elizabeth Báthory above, may be a copy.

As Dracul’s surname, which incidentally means dragon, and Transylvanian origins indicate, the intermittent ruler whose brutality spiraled into legend subsequently became a source of inspiration for Bram Stoker’s Dracula character. Another source, Sheridan Le Fanu’s Carmilla, not only preceded Dracula but also, conversely, rendered its vampire antagonist female. Moreover, the novella, set in Austria in the late 1800s, positions Carmilla as a clever seductress whose victims are predominantly male. Although Stoker’s iconic novel all but synonymized the vampire with maleness, Le Fanu’s character reflects the traditional association of vampiric tendencies with femaleness that preceded and pervaded the medieval period.

Depiction of Carmilla and her companion, Laura, whom the novella positions as both a friend and a romantic interest. The illustration, by D. H. Friston, accompanied Carmilla when it was first published as a serial in the literary magazine The Dark Blue between 1871 and 1872.

While sensational news specifically citing vampires did not appear in Britain or Europe until the 1700s, the veil of vampirism shrouded the female body during the medieval period and for centuries prior in many parts of the world. In ancient Mesopotamia, for example, the Assyrians feared a demon goddess known as Lamashtu, a name meaning “she who erases,” who was said to steal infants and suck their blood. Lilith, first wife of Adam turned primordial demon, has a similar reputation. Some stories describe her as a creature who steals babies under the cover of darkness, but she also has sex with men in their dreams and spawns demon offspring with their seed. Lilith’s legacy as a sexually wanton demon of the night seems fitting, as she was the woman who first cohabitated with man but refused subservience. More specifically, Lilith questioned why she should lie beneath her husband during sex, and her resistance reinscribed her as monstrous. She became a succubus, a demon in female form who, essentially, sucks the life from men.

Painting of Lilith produced by John Collier in 1887, which conveys her association with the devil and her sexual proclivity through the intimacy she shares with the snake that embraces her naked body.

In the late Middle Ages, the fear of women’s vampiric nature was embodied by the figure of the succubus and implied throughout the wildly popular treatise De secretis mulierum, or On the Secrets of Women. The misogynistic, pseudo-medical text posited women as polluted physiologically and prone to witchcraft; in turn, it laid the foundation for the 15th-century inquisitorial treatise Malleus maleficarum, or The Hammer of Witches. Witches were also believed to imbibe in blood, particularly when feasting on the bodies of infants.  

Unlike depictions of the incubus, who adopts a male form and engages in sex with willing women, the succubus stalks unconsenting men, often in their sleep. As medieval historian Dyan Elliott explains, “Often a succubus is introduced into a tale so that the holy man can resist it.”[i] Involuntary nocturnal ejaculation served as evidence that a man had been preyed upon by a succubus whilst asleep. As the victim of a rapacious female entity who had extracted semen from his body without permission, the man was absolved of any sin stemming from sexual emission.

In her book Fallen Bodies, Dyan Elliott identifies the life of Saint Anthony as a quintessential depiction of a man who resists the succubus. Painting titled The Torment of Saint Anthony by Michaelango, circa 1487-88, depicts a demon with breasts and a perineal orifice that also functions as the mouth of a second face.

Semen was understood during the medieval period as a substance that was not only life-engendering through its role in conception but also life-sustaining in relation to the maintenance of men’s health. In short, the preservation of semen was vital to the preservation of the male body. Sex, therefore, posed a danger to men, who could become “dried out” if they engaged in sexual activity too frequently. Women, however, were believed to draw strength from the male body during sex by absorbing its heat, as described in the Secrets.[ii] Sapped of both his semen and his own bodily heat, the man was physically drained by intercourse, and the woman ingested his life force. 

The Secrets heightens the vampiric qualities of the female body when it identifies a sign of conception as the feeling of the penis being “sucked into the closure of the vagina,”[iii] emphasizing how the woman’s sexual anatomy acts upon the male body to extract its fluids and does so, seemingly, of its own accord. One of the commentaries that frequently circulated with the text exacerbates this somewhat unsettling sentiment by ascribing desire directly to the female body when the writer states, “The womb sucks in the penis, for it is attracting the sperm because of the great desire it has.”[iv] This is not the only instance where the Secrets suggests that female bodies behave so deliberately. Another commentator explains how “it often happens that a woman conceives if she is in a bath where a man has ejaculated because the vulva strongly attracts the sperm,”[v] whereby the language alludes to the agency possessed by the female body that appears inherently poised to entice and consume the essence of its male counterpart if only for the purposes of reproduction.     

Moreover, the Secrets infers that the vagina itself might bite the man during intercourse when the text warns its readers that women sometimes place iron inside their vaginas with the malicious intention of harming their sexual partner, who then “suffer[s] a large wound and serious infection of the penis.”[vi] The phrase vagina dentata was not coined until psychoanalyst Sigmund Freud connected it with his concept of castration anxiety circa 1900, but the idea of the “toothed vagina” effectively manifests much earlier in a medieval treatise that likens women to succubi who thirst for mortal men and threaten them with their monstrous appetite.

Written and directed by Mitchell Lichtenstein and produced by Joyce Pierpoline, Teeth is a 2007 comedy-horror film that draws upon the concept of the vagina dentata. The film was positively received by critics when it debuted at the Sundance Film Festival and provides a sharp commentary on consent and sexual violence, despite its poor performance at the box office. 

Although women’s relationship with the postmedieval vampire can only be implied in a document that predates the term, women’s correlation with monstrosity could not be clearer. The commentator takes pains to note at an odd point in the text that, “according to Aristotle in the 16th book On Animals, woman is a failed male, that is, the matter that forms a human being will not result in a girl except when nature is impeded in her actions,” so “[i]f a female results, this is because of certain factors hindering the disposition of matter, and thus is has been said that woman is not human, but a monster in nature.”[vii]

As for the female remains recently unearthed in Poland, the skeleton has been relocated to a university for further study. While this woman was not the first to be found buried in a way that suggests her contemporaries feared she might rise from the dead, the placement of the sickle across her throat was unique. She was also spared from mutilation intended to prevent a vampire’s resurrection, which has been observed at other sites. Perhaps those who orchestrated her burial were being politely precautious. After all, if stories had instilled in them that a woman naturally desires to feed on men while she lives, how terrifying that hunger might be once her body was released from restraint by her death.


[i] Dyan Elliott, Fallen Bodies, University of Pennsylvania Press (1999), 53.

[ii] Helen Rodnite Lemay, Women’s Secrets: A Translation of Pseudo-Albertus Magnus’ De Secretis Mulierum with Commentaries, State University of New York Press (1992), 127.

[iii] Lemay, Women’s Secrets, 121.

[iv] Lemay, Women’s Secrets, 121.

[v] Lemay, Women’s Secrets, 66.

[vi] Lemay, Women’s Secrets, 88.

[vii] Lemay, Women’s Secrets, 106.

The Global Middle Ages for High School

The concept of a Global Middle Ages has shifted the paradigm of medieval studies over the past two decades. [1] It’s impelled scholars to look beyond their particular region or language of expertise to explore the interconnectivity of the world circa 500 to 1500 C.E. New research and publications are examining how commercial, intellectual, artistic, and cultural exchange brought different areas of the globe into contact. New graduate programs and undergraduate courses are training students to dialogue across disciplines, combining the humanities with computer science and bioarcheology. This approach promises to transform medieval studies for the twenty-first century.

Transformation is needed if we want secondary-school students – our future undergraduates – to continue learning about this period. Many state curricula have dropped the requirement to study anything premodern, implying that history began in 1500.

Happily for us, talking about the Global Middle Ages sparks young peoples’ curiosity. They are intrigued by historical narratives that overturn popular notions of the Dark Ages and lift up the cultural achievements of places other than Western Europe.

I speak from experience. This spring I taught an introductory medieval studies course at John Adams High School in South Bend, IN, through a partnership between Notre Dame’s Medieval Institute and the South Bend School Corp. The MI approached John Adams because it is an International Baccalaureate (IB) World School. The IB is a global educational program that aims to form “internationally minded young people” ready to meet the challenges of world citizenship in the twenty-first century. The IB history curriculum is designed to “develop intercultural understanding” though the comparative study of more than one region. The ultimate goal is to “increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.”

Dr. David T. Gura, curator of ancient and medieval manuscripts at the University of Notre Dame, guides students from John Adams High School, South Bend, IN, on a tour of “The Word Throughout Time” exhibit.

Teaching the Global Middle Ages can meet these IB learning objectives by introducing high schoolers to the pluralistic cultures of the deep past. By reading travel narratives students learn that medieval merchants, envoys and missionaries needed to develop intercultural understanding in order to survive. After a guest lecture on trade, travel and migration by MI Mellon Fellow Mohamad Ballan, the John Adams students read excerpts from the tenth-century Travels of ibn Fadlan and the thirteenth-century Journey of William of Rubruck. These texts helpfully debunk the myth that all cross-religious encounters in the Middle Ages erupted in violence.

At the same time, medieval travel narratives describe the terror that humans feel when interacting with those who do not speak the same language or who subscribe to alternate belief systems.[2] Students reading these texts come to see the difficulty of acquiring cultural competence – a task that remains difficult today. That knowledge can foster humility, a virtue needed in globally minded citizens.

The John Adams course succeeded in helping students perceive the medieval globe as a place of cultural and religious diversity. One wrote in a final reflection:

One aspect of the Middle Ages that I was clueless about at the beginning of the semester is the significance of Islam in the medieval world, and the effect that Muslims had on architecture, technology, language, and philosophy in the Middle Ages.

Another reported gaining an “understanding of how every country and culture was connected and in relation to one another. It would be unfair to continue believing that the Middle Ages were this dark and clueless when it came to things that they had to use in their everyday lives.” Looking ahead to next year, I’m excited to help students explore this interconnectivity in greater depth and breadth.

Students from John Adams High School, South Bend, visited the Rare Books & Special Collections room in Hesburgh Library to see some of Notre Dame’s medieval manuscripts.

The MI hopes our school partnership will serve as inspiration for other medieval studies programs wanting to do public humanities and engagement work. Collaborating with an IB school proved fortuitous. Both parties share the goal of enabling students to understand our world today by reflecting critically on the deep past.

Annie Killian, Ph.D.
Public Humanities Postdoctoral Fellow
Medieval Institute
University of Notre Dame


[1] On coining the term and conceptualizing “The Global Middle Ages,” see Geraldine Heng, “The Global Middle Ages: An Introduction,” Elements in the Global Middle Ages, November 2021. https://doi.org/10.1017/9781009161176.

[2] On Rubruck’s disorienting experience at a Mongol court, see Shirin Azizeh Khanmohamadi, “Worldly Unease in Late Medieval Travel Reports,” in Cosmopolitanism and the Middle Ages, ed. John M. Ganim and Shayne Legassie (New York: Palgrave Macmillan, 2013), 105-20.

The Nasrid College: Knowledge and Power in a Medieval Islamic City-State

Today’s blog continues from last week’s discussion of the Nasrid College and the multicultural exchange it fostered in Medieval Iberia by shifting the focus to the intellectual and political.

In Muḥarram 750/April 1349, the Nasrid College, located directly across from the former Great Mosque of Granada (today the cathedral) and near the main market, was completed.[1] It reflected the intersection between knowledge and power, cosmopolitanism and learning, in Nasrid Granada. Although the Nasrid College was certainly the most significant example of an Andalusi madrasah during the Middle Ages, the Granadan scholar-statesman and historian Lisān al-Dīn ibn al-Khaṭīb (d. 1374) states that “the admirable college was constructed during the reign of Yūsuf and was the most illustrious of all the colleges in his capital,” indicating that there may have been other such colleges in the kingdom.[2] The Nasrid College sought to establish the preeminence of the Granada as a leading intellectual and cultural center in the Islamic West. Its prominence reflected the transformation of Granada from an embattled frontier polity into a major center of learning in the Islamic West, competing with other intellectual centers such as Fez, Tlemcen, Tunis, Marrakesh and Meknes. Although law, Arabic grammar, and theology constituted the integral components of the curriculum, the subjects taught at the Nasrid College encompassed both the “traditional sciences” (al-‘ulūm al-naqliyyah) as well as the “philosophical sciences” (al-‘ulūm al-‘aqliyyah), and included jurisprudence, logic, medicine, astronomy, philosophy, mathematics, arithmetic, and geometry. Some of these subjects would also be studied with professors from the Nasrid College in other spaces in Granada, including the home and chancery. The students and teachers at the Nasrid College included some of the greatest luminaries from al-Andalus as well as North Africa during the 14th and 15th centuries. The Nasrid College contained a significant library that housed many of the most important works produced in the late medieval Islamic West, as well as many books from across the Islamic world. According to a note by the 15th-century Andalusi scholar Abū ‘Abd Allāh Muḥammad b. al-Ḥaddād al-Wādī Āshī, for example, an ornamented and calligraphic manuscript of the monumental “Comprehensive History of Granada” (al-Ihāṭah fī Akhbār Gharnāṭah, authored by Ibn al-Khaṭīb) was deposited in the library of Nasrid College during the reign of Muḥammad V (r. 1354-1359, 1362-1391), where it remained as an endowment (taḥbīs), and was consulted by subsequent generations of scholars.

Details of the miḥrāb of the Nasrid College. Photo by Mohamad Ballan.

Following the Iberian Christian conquest of Granada in 1492, the Nasrid College survived largely intact, until much of it was demolished during the early 18th century to make way for a new Baroque structure.  Although only the prayer niche (miḥrāb) and the Oratory of the Following the Iberian Christian conquest of Granada in 1492, the Nasrid College survived largely intact, until much of it was demolished during the early 18th century to make way for a new Baroque structure.  Although only the prayer niche (miḥrāb) and the Oratory of the Nasrid College survives to the present day, recent studies by historians and archaeologists have sought to reconstruct the original structure, which included a monumental gate and pool.

Bilal Sar and Luca Mattei. “La Madraza Yusufiyya en época andalusí: un diálogo entre las fuentes árabes escritas y arqueológicas,” Arqueología y Territorio Medieval 16 (2009), p. 73.

The survival of several contemporary Marinid colleges in North Africa, including those in Fez, Meknes, and Salé built during the 1340s and 1350s, may also provide an idea of both the scale and style of the Nasrid College.

College of Abū al-Ḥasan ‘Alī in Salé, Morocco, completed around 1341. Source: Wikimedia.
Miḥrāb, or prayer niche, of the College of Abū al-Ḥasan ‘Alī in Salé, Morocco. Source: Wikimedia.
Bou Inania Madrasa, Fez. Photo by Mohamad Ballan.
Bou Inania Madrasa, Fez. Photo by Mohamad Ballan.
Bou Inania Madrasa, Fez. Photo by Mohamad Ballan.
Bou Inania Madrasa in Meknes, built in the 1350s. Photo by Mohamad Ballan.
Bou Inania Madrasa in Meknes, built in the 1350s. Photo by Mohamad Ballan.
Bou Inania Madrasa in Meknes, built in the 1350s. Photo by Mohamad Ballan.

Like the monumental colleges constructed by Marinid rulers in North Africa, especially Abū al-Ḥasan ‘Alī (r. 1331–1348) and Abū ‘Inān (1348–1358), this structure was intended to c

Like the monumental colleges constructed by Marinid rulers in North Africa, especially Abū al-Ḥasan ‘Alī (r. 1331–1348) and Abū ‘Inān (1348–1358), this structure was intended to celebrate the elaborate wealth and power of the sovereign, while proclaiming his commitment to knowledge. There are remarkable architectural and artistic similarities between the Nasrid College and other royal monuments in Granada, including the Alhambra, as well as with Marinid colleges in North Africa, particularly the College of Abū al-Ḥasan ‘Alī in Salé, which was built several years earlier. Similar to the Marinid colleges, the verses inscribed on the walls of the Nasrid College, which were preserved in medieval and early modern texts, were authored by leading scholars, litterateurs and courtiers. These celebrated the patronage of learning by Yūsuf I, and illustrate the interrelationship between royal power and learned elites in the Nasrid kingdom.[3]

Nasrid dynastic slogan—“There is no Conqueror except God” (wa lā ghālib illā Llāh)—inscribed on the prayer niche of the Nasrid College. Photo by Mohamad Ballan.
Another instance of the Nasrid dynastic slogan—“There is no Conqueror except God” (wa lā ghālib illā Llāh)—inscribed on the prayer niche of the Nasrid College. Photo by Mohamad Ballan.

In addition to reflecting a shared idiom of sovereignty and learned kingship across both Islamic Spain and North Africa, the similarities between these colleges, which were built within several years of one another, provides an important indication of the cultural and artistic exchange across the Islamic West. It also illustrates the role of interregional connections in strengthening the ties of affiliation and the diffusion of institutions between Iberia and North Africa during this period. Itinerant scholars, administrators and artisans served as cultural intermediaries and conduits for the exchange of ideas and institutions between Nasrid Granada and Marinid Morocco. The Nasrid College was merely one illustration of this broader phenomenon.

Some of the epigraphic poetry [formerly] adorning the gates of the madrasa, extolling the virtues of knowledge and learning. Source https://revistaseug.ugr.es/index.php/meaharabe/article/view/14938/12931.
Some of the epigraphic poetry [formerly] adorning the gates of the madrasa, extolling the virtues of knowledge and learning. Source https://revistaseug.ugr.es/index.php/meaharabe/article/view/14938/12931.

While the College came to be known in later sources as al-Madrasa al-Yūsufiyya or “The College of Yūsuf,” and came to be associated with the name of Yūsuf I (r. 1333-1354), it was in fact the creation of Abū Nu‘aym Riḍwān al-Naṣrī (d. 1359), this Nasrid sovereign’s royal chamberlain.[4] Abū Nu‘aym Riḍwān was a prominent example of a particular class of Nasrid society that modern scholarship has referred to as “renegades,” enslaved people and freedmen and their descendants who were an integral part of Granada’s population. Riḍwān was born into a Castilian Christian family in Calzada de Calatrava before being enslaved as a child during a Nasrid raid in the late 13th century. Following his captivity, he was converted to Islam and manumitted, received an education in the Nasrid court, and eventually appointed to leading positions of executive authority, including royal chamberlain, chief minister and commander of the military. The rise to prominence of Riḍwān during this period is also corroborated by contemporary Castilian and Aragonese sources, including the Crónica de Alfonso XI, which describes him as “a Muslim knight known as Reduan, the son of a Christian man and Christian woman, whom the king of Granada trusted immensely (un cavallero moro que dezian Reduan que fuera fijo de christiano e de christiana e era ome quien fiava mucho el rey).”[5] There is substantial evidence that Riḍwān served as an intermediary with the Iberian Christian kingdoms, and corresponded directly with Alfonso IV (r. 1327–1336) and Pedro IV (r. 1336–1387) of Aragón in order to secure a peace treaty between the Nasrids and Aragón. In these documents, four of which have been preserved in the Archivo de la Corona de Aragón, Riḍwān consistently refers to himself as “Riḍwān, son of God’s servant, the chief minister of the Sultan” (Riḍwān ibn ‘Abd Allāh wazīr al-sulṭān).

Signature of Abū Nu‘aym Riḍwān on surviving document produced by the Nasrid chancery during the 1330s.
Signature of Abū Nu‘aym Riḍwān on surviving document produced by the Nasrid chancery during the 1330s.
Signature of Abū Nu‘aym Riḍwān on surviving document produced by the Nasrid chancery during the 1330s

Alongside his prominent role in politics, diplomacy and administration, Riḍwān was also among the most important patrons of scholars and learning within Nasrid Granada. According to the Granadan scholar-statesman Ibn al-Khaṭīb, one of the beneficiaries of Riḍwān’s patronage, the latter invested considerable funds into a pious endowment (waqf),[6] which formed the foundation of the College’s existence (and stipends for its students), personally financed its decoration and ornamentation, and linked it with the urban system of waterworks to ensure it had a steady supply of water from the river.[7] Such details enable us to appreciate the role of the endowment, or waqf (pl. awqāf), as one of the avenues in which scholar-officials and palace functionaries, particularly upwardly-mobile ones, invested their wealth to leave their imprint on the kingdom. The construction of the Nasrid College, in addition to fortifications and mosques by Riḍwān, demonstrates how his own personal wealth, accumulated over decades while in royal service, played an important role in developing the urban space of Granada. The centrality of a Castilian-born freedmen in the emergence of Granada’s most important institutions of learning illustrates the ways in which the Nasrid College embodied the intersection of traditions of learning, notions of sovereignty and borderland realities in Nasrid Granada.

Fragments of the foundation inscription of the Nasrid College. Source: andalfarad.com.
Details of the miḥrāb of the Nasrid College. Photo by Mohamad Ballan.

This concerted program of urban expansion and elaborate construction in Granada during the 14th century was accomplished through the close collaboration between the secretarial class, nobles, artisans, and craftsmen. The establishment of the Nasrid College and its transformation into one of the most important institutions of learning in Granada was made possible by the close relationship between the sovereign, leading statesmen such as Riḍwān and the various secretaries and functionaries within the Nasrid chancery. The construction of the Nasrid College and the circumstances surrounding it demonstrate that, far from being a period of “intellectual decline,” the 14th and 15th centuries in the Islamic West witnessed the emergence of a rigorous scholarly culture that produced brilliant individuals and prolific scholars. The Nasrid College, which has now become the subject of numerous interdisciplinary studies that have included historians, philologists, and archaeologists, has the potential to shed light on this larger cultural renaissance.

Ceiling of the Oratory of the Nasrid College, Granada. Source: flickr.com

Mohamad Ballan
Mellon Fellow, Medieval Institute
University of Notre Dame (2021-2022)
Assistant Professor of History
Stony Brook University

Further Reading

Abu Rihab, Muhammad al-Sayyid Muhammad. al-Madāris al-Maghribīyah fī al-ʻaṣr al-Marīnī : dirāsah āthārīyah miʻmārīyah. Alexandria: Dār al-Wafāʼ li-Dunyā al-Ṭibāʻah wa-al-Nashr, 2011.

Acién Almansa, Manuel. “Inscripción de la portada de la Madraza.” Arte Islámico en Granada, pp. 337-339. Granada, 1995.

Al-Shahiri, Muzahim Allawi. al-Ḥaḍārah al-ʻArabīyah al-Islāmīyah fī al-Maghrib : al-ʻaṣr al-Marīnī. Amman: Markaz al-Kitāb al-Akādīmī, 2012

Bennison, Amira K ed. The Articulation of Power in Medieval Iberia and the Maghrib. Oxford: Oxford University Press, 2014.

Buresi, Pascal and Mehdi Ghouirgate. Histoire du Maghreb medieval (XIe–XVe siècle). Paris: Armand Colin, 2013

Cabanelas, Dario. “La Madraza árabe de Granada y su suerte en época cristiana,” Cuadernos de la Alhambra, nº 24 (1988): 29–54

________. “Inscripción poética de la antigua madraza granadina” Miscelánea de Estudios Árabes y Hebraicos Sección Árabe-Islam 26 (1977): 7-26.

Ferhat, Halima. “Souverains, saints, fuqahā’.” al-Qantara 18 (1996): 375–390

Harvey, Leonard Patrick. Islamic Spain, 1250–1500. Chicago, University of Chicago Press, 1990

Le Tourneau, Roger. Fez in the Age of the Marinides. University of Oklahoma Press, 1961

Makdisi, George. “The Madrasa in Spain” http://www.persee.fr/web/revues/home/prescript/article/remmm_0035-1474_1973_num_15_1_1235

Mattei, Luca. “Estudio de la Madraza de Granada a partir del registro arqueológico y de las metodologías utilizadas en la intervención de 2006.” Arqueología y Territorio 5 (2008): 181-192

Prado García, Celia. “Los estudios superiores en las madrazas de Murcia y Granada. Un estado de la cuestión.” Murgetana 139 (2018): 9-21.

Rodríguez-Mediano, Fernando. “The Post-Almohad Dynasties in al-Andalus and the Maghrib.” In The New Cambridge History of Islam, Volume II: The Western Islamic World, Eleventh to Eighteenth Centuries, edited by Maribel Fierro, pp. 106–143. Cambridge: Cambridge University Press, 2012.

Rubiera Mata, María Jesús. “Datos sobre una ‘Madrasa’ en Málaga anterior a la Naṣrí de Granada.” Al-Andalus 35 (1970): 223–226

Sarr, Bilal and Luca Mattei. “La Madraza Yusufiyya en época andalusí: un diálogo entre las fuentes árabes escritas y arqueológicas.” Arqueología y Territorio Medieval 16 (2009): 53–74.

Secall, M. Isabel Calero.  “Rulers and Qādīs: Their Relationship during the Naṣrid Kingdom.” Islamic Law and Society 7 (2000): 235–255

Seco de Lucena Paredes, Luis. “El Ḥāŷib Riḍwān, la madraza de Granada y las murallas del Albayzín.” Al-Andalus 21 (1956): 285–296.

Simon, Elisa. “La Madraza Nazari: Un centro del saber en la Granada de Yusuf I.” https://andalfarad.com/la-madraza-nazari/


[1] The most important scholarship about the Nasrid College includes La Madraza: pasado, presente y futuro (Granada: Editorial Universidad de Granada, 2007), eds. Rafael López Guzmán and María Elena Díez Jorge; La Madraza de Yusuf I y la ciudad de Granada: análisis a partir de la arqueología (Granada: Editorial Universidad de Granada, 2015), eds. Antonio Malpica Cuello and Luca Mattei.

[2] Ibn al-Khatīb, al-Lamḥa al-Badriyya fī al-Dawla al-Naṣriyya (Kuwait, 2013), p. 153. For a discussion of an earlier college built in the Nasrid kingdom, see María Jesús Rubiera Mata, “Datos sobre una ‘Madrasa’ en Málaga anterior a la Naṣrí de Granada,” Al-Andalus 35 (1970), pp. 223–226.

[3]Darío Cabanelas, “Inscripción poética de la Antigua madraza granadina,” Miscelánea de Estudios Árabes y Hebraicos, Sección Árabe-Islam 26 (1977), pp. 7–26.

[4] For an overview of this figure’s life and career, see Luis Seco de Lucena Paredes, “El Ḥāŷib Riḍwān, la madraza de Granada y las murallas del Albayzín,” Al-Andalus 21 (1956), 285–296.

[5] Fernán Sánchez de Valldolid, Crónica de Alfonso XI, BN MS 829, ff. 190r–190v.

[6] For a comprehensive study of awqāf in al-Andalus, see Alejandro García-Sanjúan, Till God inherits the Earth: Islamic Pious Endowments in al-Andalus (9-15th centuries) (Leiden: Brill, 2007).

[7] Ibn al-Khaṭīb, al-Iḥāṭa, 1: 508–509.