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.
I was honoured to give this keynote at the CSDH/SCHN conference at Congress in Calgary on Wednesday.
I would like to start by thanking Susan Brown, Jon Bath, Michael Ullyot, and CSDH for inviting me to speak here. I’m sorry Susan isn’t here because I wanted her to hear this, too, so would someone tweet out to her that it is a particular honor for me to be here because #myDH (as the hashtag goes) is Canadian. Many of the people in this room have been directly responsible in ways they will never know for shaping my relationship to the Digital Humanities and my identity as a Digital Humanist - my training, my professionalization, my research and publication agenda. But more important, you have epitomized for me the possibilities for progressive, collaborative, thoughtful DH, and why that is crucial to the ways in which global DH should be conducted. You have also taught me that those possibilities come with responsibility, and that that responsibility cannot be taken lightly. And so I take this talk very seriously and personally. more "How we Teach? Digital Humanities Pedagogy in an Imperfect World"