LEADER 03463nam 22006732 450 001 9910647268903321 005 20210708104805.0 010 $a1-64189-961-1 010 $a1-64189-315-X 024 7 $a10.1515/9781641893152 035 $a(CKB)4100000011946068 035 $a(UkCbUP)CR9781641893152 035 $a(DE-B1597)576369 035 $a(DE-B1597)9781641893152 035 $a(MiAaPQ)EBC6631098 035 $a(Au-PeEL)EBL6631098 035 $a(OCoLC)1255238942 035 $a(OCoLC)1252216465 035 $a(ScCtBLL)8429609a-b2b8-41ef-b968-5f43d6c95298 035 $a(EXLCZ)994100000011946068 100 $a20210607d2021|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAntiracist medievalisms $efrom "Yellow Peril" to Black Lives Matter /$fby Jonathan Hsy$b[electronic resource] 210 1$aLeeds :$cArc Humanities Press,$d2021. 215 $a1 online resource (xvi, 163 pages) $cdigital, PDF file(s) 225 1 $aArc medievalist 300 $aTitle from publisher's bibliographic system (viewed on 18 Jun 2021). 311 $a1-64189-314-1 327 $tFrontmatter --$tCONTENTS --$tList of Illustrations --$tPreface. Coalitions, Solidarities, and Acknowledgments --$tIntroduction. Performing Medievalism, Crafting Identities --$tChapter One. Progress: Racial Belonging, Medieval Masculinities, and the Ethnic Minority Bildungsroman --$tChapter Two. Plague: Toxic Chivalry, Chinatown Crusades, and Chinese/ Jewish Solidarities --$tChapter Three. Place: Indefinite Detention and Forms of Resistance in Angel Island Poetry --$tChapter Four. Passing: Crossing Color Lines in the Short Fiction of Alice Dunbar-Nelson and Sui Sin Far --$tChapter Five. Play: Racial Recognition, Unsettling Poetics, and the Reinvention of Old English and Middle English Forms --$tChapter Six. Pilgrimage: Chaucerian Poets of Color in Motion --$tFurther Readings and Resources --$tBibliography --$tIndex 330 $aHow do marginalized communities across the globe use the medieval past to combat racism, educate the public, and create a just world? Jonathan Hsy advances urgent academic and public conversations about race and appropriations of the medieval past in popular culture and the arts. Examining poetry, fiction, journalism, and performances, Hsy shows how cultural icons such as Frederick Douglass, Wong Chin Foo, Alice Dunbar-Nelson, and Sui Sin Far reinvented medieval traditions to promote social change. Contemporary Asian, Black, Indigenous, Latinx, and multiracial artists embrace diverse pasts to build better futures. 410 0$aArc medievalist. 606 $aAnti-racism$xHistory 606 $aMedievalism 606 $aMedievalism in art 606 $aMedievalism in literature 610 $aActivism. 610 $aEthnic Studies. 610 $aGlobal Middle Ages. 610 $aMedievalism. 610 $aMinority Literature. 610 $aracism. 610 $asocial justice. 610 $awhite supremacy. 615 0$aAnti-racism$xHistory. 615 0$aMedievalism. 615 0$aMedievalism in art. 615 0$aMedievalism in literature. 676 $a809/.933582 700 $aHsy$b Jonathan Horng$01097525 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910647268903321 996 $aAntiracist medievalisms$93012594 997 $aUNINA LEADER 03852nam 22007095 450 001 9910438225203321 005 20250609111659.0 010 $a9789462093416 010 $a9462093415 024 7 $a10.1007/978-94-6209-341-6 035 $a(CKB)3710000000024478 035 $a(EBL)1636877 035 $a(OCoLC)904403686 035 $a(SSID)ssj0001049420 035 $a(PQKBManifestationID)11550225 035 $a(PQKBTitleCode)TC0001049420 035 $a(PQKBWorkID)11033688 035 $a(PQKB)11161934 035 $a(DE-He213)978-94-6209-341-6 035 $a(MiAaPQ)EBC3034888 035 $a(nllekb)BRILL9789462093416 035 $a(MiAaPQ)EBC1636877 035 $a(Au-PeEL)EBL3034888 035 $a(CaPaEBR)ebr10793418 035 $a(OCoLC)863385003 035 $a(Au-PeEL)EBL1636877 035 $a(CaPaEBR)ebr10983399 035 $a(PPN)17613073X 035 $a(MiAaPQ)EBC4086714 035 $a(EXLCZ)993710000000024478 100 $a20131030d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDigital Representations of Student Performance for Assessment /$fedited by P. John Williams, C. Paul Newhouse 205 $a1st ed. 2013. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2013. 215 $a1 online resource (221 p.) 300 $aDescription based upon print version of record. 311 08$a9789462093409 311 08$a9462093407 311 08$a9789462093393 311 08$a9462093393 320 $aIncludes bibliographical references. 327 $aPreliminary Material /$rP. John Williams and C. Paul Newhouse -- Introduction and Background /$rJohn Williams -- Literature Review and Conceptual Framework /$rPaul Newhouse -- Method and Analysis /$rJohn Williams and Alistair Campbell -- Applied Information Technology /$rPaul Newhouse -- Engineering Studies /$rJohn Williams -- Italian Studies /$rMartin Cooper -- Physical Education Studies /$rDawn Penney and Andrew Jones -- Findings and Conclusions /$rJeremy Pagram -- References /$rP. John Williams and C. Paul Newhouse. 330 $aIt was the belief that assessment is the driving force of curriculum that motivated the authors of this monograph to embark on a program of research and development into the use of digital technologies to support more authentic forms of assessment. They perceived that in responding to the educational needs of children in the 21st Century, curriculum needed to become more relevant and engaging, but that change was unlikely without commensurate change in methods and forms of assessment. This was particularly true for the high-stakes assessment typically conducted at the conclusion of schooling as this tended to become the focus of the implemented curriculum throughout the years of school. Therefore the authors chose to focus on this area of assessment with the understanding that this would inform assessment policy and practices generally in schools. This book provides a conceptual framework and outlines a project in which digital methods of representing students performance were developed and tested in the subject areas of Applied Information Technology, Engineering, Italian and Physical Education. The methodology and data collection processes are discussed, and the data is analysed, providing the basis for conclusions and recommendations. 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a221 701 $aWilliams$b P. John$01047237 701 $aNewhouse$b C. Paul$01047238 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438225203321 996 $aDigital representations of student performance for assessment$92474692 997 $aUNINA