Part of the Debates in Digital Humanities Series, editors Brian Croxall (Brigham Young University) and Diane Jakacki (Bucknell University) seek contributions to Debates in Digital Humanities Pedagogy. Authors should develop critical arguments around how to support and teach DH, from labor and equity to curricular models and priorities, and the implications of each.
From the call:
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.
500-word abstracts are due by April 1, 2019 via email submission to the editors.
This post was produced through a cooperation between Nickoal Eichmann-Kalwara (Editor for the week), Caitlin Christian-Lamb, Linsey Ford, Ian Goodale, and Pam Lach (dh+lib Review Editors).