Humanist Discussion Group, Vol. 36, No. 201.
Department of Digital Humanities, University of Cologne
Hosted by DH-Cologne
www.dhhumanist.org
Submit to: humanist@dhhumanist.org
Date: 2022-10-07 15:37:09+00:00
From: Roopika Risam <Roopika.Risam@dartmouth.edu>
Subject: Special Issue CFP: Digital Humanities Pedagogies in Times of Crisis 1/31/23
Call for Papers: Digital Humanities Pedagogies in Times of Crisis
Guest Editors: Roopika Risam (Dartmouth College) and Sara Dias-Trindade
(Universidade do Porto)
From the COVID-19 pandemic, to the Russian war against Ukraine, to
accelerating climate change, to the rise of neo-fascist politics that
target racial and ethnic minorities, refugees, and gender minorities,
the last several years have found us teaching in times of overlapping
crises. For some, recent years have been an introduction to teaching
under crisis, while others have been enduring and teaching under such
conditions for a long time. For this special issue, “Digital Humanities
Pedagogies in Times of Crisis,” we solicit essays that take up the
question of/how/to tackle the challenge of teaching under such constraints.
“Digital Humanities Pedagogies in Times of Crisis” builds on the body of
scholarship on digital humanities pedagogy that has illuminated its
importance for developing students’ multimodal literacies and critical
thinking and collaboration skills, and has positioned students as
critical consumers and users of computational and digital technologies.
These include: the volume/Digital Humanities Pedagogy: Practices,
Principles, and Politics/, edited by Brett D. Hirsch (2012); the
visibility of pedagogy in the/Debates in the Digital Humanities
Series/(2012 to present), edited by Matthew K. Gold and Lauren F. Klein;
the/CEA Critic/digital humanities pedagogy special issue (2014); and
the/Journal of Interactive Technology and Pedagogy/(2012 to present),
among other interventions.
This issue prompts contributors to reflect on this pedagogical history
of digital humanities to explore how the goals, objectives, and
pedagogical methods they embrace in the classroom have shifted in
response to the manifold crises of our times. Those of us teaching
digital humanities have collectively developed a significant body of
knowledge of how to adapt, hack, and hotwire our teaching practices to
respond to the needs of our students, educational institutions, and the
wider community. Drawing on the affordances of digital humanities, we
have also built on intra-institutional, inter-institutional, and
international collaboration to help students learn how to produce and
disseminate knowledge. Through this issue, we aim to lay bare these
practices and share them, to collectively build our and our students’
capacities to continue this vital work despite the barriers we encounter.
Topics may include but are not limited to:
* How has teaching digital humanities changed from before the pandemic
and throughout its long course?
* What challenges have the disruptions of the last several years posed
to hands-on approaches to teaching and learning in digital
humanities and how can instructors address them?
* Which core concepts or skills in digital humanities pedagogy have
become most important while teaching in times of crisis and why?
* Which approaches to teaching exploratory programming to
undergraduate or graduate students have been effective while
teaching online or remotely?
* How can digital humanities pedagogy be mobilized or adapted to
respond to our students when they are coping with trauma and mental
health challenges?
* What kinds of collaborative approaches to teaching (e.g., with
colleagues locally, nationally or globally; with galleries,
libraries, archives, and museums) have worked effectively in times
of crisis?
* How have instructors selected learning concepts or objectives and
classroom activities in response to virtual, hy-flex, and other
less-traditional modes of learning?
* How have the needs of undergraduate and graduate students in digital
humanities courses differed in the context of crises, and how have
instructors addressed them?
* What are some successful strategies for preparing future teachers to
adopt digital humanities pedagogies in response to their students’
needs?
* How have approaches to teaching digital humanities in times of
crisis helped expand the communities of practice in the field?
* In what ways have digital humanities pedagogies assisted instructors
who may not identify as “digital humanists” with teaching under the
constraints of the world’s ongoing crises?
* How has the experience of integrating digital humanities into a
content-driven course vs. teaching courses explicitly on digital
humanities differed over the last several years?
* What strategies have those who use learning management systems used
to adapt their pedagogy?
* Looking forward, in hopes of a brighter future, what teaching
strategies, curricula, and learning outcomes could digital
humanities courses integrate?
Deadline for submissions: 31^st January 2023
Please see submission
guidelines:https://www.euppublishing.com/page/ijhac/submissions
Submissions should be sent to:ijhac@fcsh.unl.pt
--
Roopika Risam, Ph.D. (/she/her/hers/)
Associate Professor of Film and Media Studies and of Comparative Literature
Digital Humanities and Social Engagement Cluster
Dartmouth College
http://roopikarisam.com <http://roopikarisam.com>
Director, Digital Ethnic Futures Consortium
<http://digitalethnicfutures.org/>
Editor, Reviews in Digital Humanities
<https://reviewsindh.pubpub.org>Higher Education Editor, Public Books
<https://www.publicbooks.org/>
<https://reviewsindh.pubpub.org>
<http://roopikarisam.com>
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