Brian Croxall and I are thrilled to announce a call for abstracts for a forthcoming edited volume, Debates in Digital Humanities Pedagogy. The book will appear in the Debates in the Digital Humanities series from the University of Minnesota Press, edited by Matthew K. Gold and Lauren F. Klein.
Over the last decade, Digital Humanities (DH) has reinvigorated discussions of pedagogy in the academy. Unconferences on DH pedagogy and blogs about teaching with digital methods in the humanities classroom have led to extensive discussions about approaches to teaching at annual disciplinary conferences. At the same time, conversations and debates about teaching digital humanities—whether to undergraduates, graduate students, or to the faculty themselves—have led to more and more people becoming involved in the field, each of them coming from different subjects bringing their own perspectives and praxes with them to the teaching of DH. We have arrived at a moment when institutions are formally integrating DH into the curriculum and granting degrees; we are creating minors, majors, and even graduate certificates in DH; all of this while many of us are still new to the experience of (teaching) DH. This calls for another round of discussion of DH pedagogy or a discussion of pedagogy in a new key.
These students—and the ways in which we teach them—are a very real expression of what each of us as instructors believes digital humanities to be. As our students and our colleagues continue to ask us “What is digital humanities?” we have the opportunity to answer their questions in terms of how we teach digital humanities.
Read more at the full CFP here, including the deadline to submit abstracts.
This is the abstract for a paper I co-presented with Katie Faull at DH2018 in Mexico City on June 28, 2018.
The slides and notes for the talk are deposited on Humanities Commons: https://hcommons.org/deposits/item/hc:19929/.
Conference abstract: This paper will explore the problem of creating a gazetteer of colonized landscapes, specifically those of the mid-Atlantic in the 18th century, in which the name of a place (toponym) changes depending on the person or political entity who is describing that place. In colonized landscapes, there can be multiple names for one place. Maps of this period are veritable palimpsests of conquests and defeats; and travel diaries, mission records and letters contain accounts of human experience of places that are multiply identified. The task is made more complicated still when one factors time into the equation: when competing spatial identities persist across generations. The paper proposes a two-phased approach to developing the Moravian Lives gazetteer, which will expand geographically to places beyond North America and will need to resolve polynymic complexities in Central Europe, the Arctic areas of Greenland and Newfoundland, the Caribbean, South Africa and Australia.
What Do We Teach When We Teach DH?
(A special session on digital humanities pedagogy at MLA 2019)
Over the last decade as digital humanities research has flourished, the MLA convention—as well as other venues—has witnessed increasingly vigorous discussions about teaching digital humanities. We now find ourselves in a discipline that is not so new (acknowledging, of course, that DH is as old as the computer itself) and simultaneously at a moment when we need to talk formally about teaching and learning. As such, if the unacknowledged debate that sits at the heart of discussions about digital humanities is always, “What is digital humanities?”, it’s important to acknowledge how that question is always already related to the question of how we teach digital humanities.
We are interested in proposals that tackle one or more of the following three broad subjects:
- The academic integration of digital humanities
- effective class sizes and the use of lab-like structures in place of / addition to “normal” course sessions
- tensions between breadth and depth in teaching digital humanities
- who, exactly, has the bona fides to teach digital humanities
- how digital humanities pedagogy might differ for undergraduate and graduate students
- Ethical ramifications of teaching digital humanities
- the line between students’ experiential learning and student labor
- the complicated status of so much digital humanities pedagogy being performed by graduate students, staff, and non-tenure-track faculty
- the invisible labor of teaching in a field that is still developing
- the privileges inherent in teaching digital humanities (e.g., which schools have the resources to afford a DHer and/or the equipment that might be necessary)
- student labor, invisible labor, complicated status, accessibility, closed/open pedagogies & software, privilege viz DH
- DH pedagogy across languages and literatures
Given the nature of the conversation we hope to host, this session will not focus on the following:
- Expositions of assignments and/or syllabi
- Institutional models for support (funding, human resources, infrastructure)
The panel will be made up of 3 papers of 10-15 minutes each, followed by a response by the organizers, and then discussion with the audience.
Drafts will be shared internally for comment and review on 1 November 2018. Final papers will be posted publicly on 1 December 2018 for comments and discussion leading up to the Convention in Chicago.
Send 250-word abstracts and CVs to email@example.com and firstname.lastname@example.org by 15 March 2018.