Wiki Lore and Politics in the Classroom

The Joy of Crossing the Dark Line of Script

“…In the wartime Third Reich this form became known as the Normal-Schrift ('normal, regular cursive and alphabet'). In 1941, the Kurrent and its even more intricate successor, Sütterlin (developed by Royal Prussian Ministry of Culture Ludwig Sütterlin in the early 1910s), were demonized and banned as 'Judeo-Swabian letters' (Schwabacher Judenlettern) (Bormann 1941). During these dark times, anti-semtism could be used as an excuse for whatever an arbitrary decision made by a state official.…”

Disability in the Middle Ages: A History Four Times Incomplete

“…In 1212, the Castilian king Alfonso VIII granted protection and privileges to the combatants who returned blind from the Battle of Navas de Tolosa, which was "an important turning point in the Reconquista and in the medieval history of Spain. The Christian forces of King Alfonso VIII of Castile were joined by the armies of his rivals, Sancho VII of Navarre and Peter II of Aragon, in battle against the Almohad Muslim rulers of the southern half of the Iberian Peninsula" [11]. In 1260, it was the turn of Saint Louis, King of France, to found in his country the first institution for protection and treatment of the blind.…”

Infrastructure and Wiki Pedagogy: A Multi-Case Study

“…One of the most salient contributions to this scholarship was Mark's Phillipson's (2008) taxonomy of wikis in the classroom because this work helped to map other contributions. For example, there were studies examining what Phillipson identified as resource wikis, which traditionally served as collections of information (Anson & Miller-Cochran, 2009;McCorkle, 2008) In addition, there were studies examining what Phillipson identified as presentation wikis, which primarily supported the work of a course (Carr, Morrison, Cox, & Deacon, 2007;Fernheimer et al, 2009;Martin & Dusenberry, 2008;Walsh, 2010). Beyond these case studies of wikis, other scholars have employed Wikipedia as a situated writing context to teach students about audience and contributing original information to existing discourse communities (Caeton, 2008;Cummings, 2009;Vetter, 2013).…”