If you’re thinking of getting an academic website–or any website for that matter–made, please think about contacting me. I’m planning to start doing freelance web dev/design work this summer. Email me at adelinekoh[at]gmail[dot]com if you’re interested, or if you’d like to do any work I might not be able to take on. You can see samples of my work here: Digitizing Chinese Englishmen, Trading Races, Postcolonial Digital Humanities. Please email me to discuss rates and availability. Thanks.
One of the most important concepts I have learned is what Jean-Paul Sartre has called “mauvaise foi”, usually translated into English as bad faith. Bad faith applies to a lot of things around us. It illustrates what happens when we are complicit in structures of dishonesty, structures of oppression, but pretend to be the opposite. It happens when we lie to ourselves that we do not have the choice to speak up or fight against this oppression, because we do not have the freedom to. Bad faith is a form of self-deception. In his introduction to The Wretched of the Earth, Sartre describes the paternalistic French colonialist, who practices bad faith when he believes that his treatment of the colonized is good and deserves gratitude from them, rather than anger, violence and revolution.
I was embroiled in a social media dustup yesterday that to me demonstrated a form of academic bad faith. I won’t go into too much detail, but essentially screenshots of a private discussion on Facebook were shared with someone, who shared them on Twitter publicly. Those screenshots showed me complaining about being “whitewomansplained.” “Whitewomansplaining” is a combination of the terms “mansplaining”–when a man patronizingly assumes that he knows more than a woman about any topic and proceeds to explain to her, sometimes incorrectly, things that she already knows, and “whitesplaining”–when white people define for people of color what should or should not be considered racist, therefore revealing their own racism. I complained about being “whitewomansplained” because I felt I was being patronizingly told how to behave in a public space on social media by a white woman. Immediately, once someone screenshotted my discussion, I was accused of bullying the white woman and things escalated on social media, largely without any of my own participation.
What struck me the most about the dustup is the ways in which it was automatically assumed that there was no validity to the concept of being “whitewomansplained”–because, presumably, all of us are in higher education and have (or are working towards) PhDs, where we are supposed to have learned about issues of structural inequality and identity politics. This assumption, I am finding, is less and less true–not all of us have the same kind of knowledge of these issues, or sympathy for them. We assume that because we are in academia, we must somehow be in a golden realm where no one ever does anything racist, sexist, homophobic or ableist, because we have so much learning we must be above these things.
This is academic bad faith. Bad faith is assuming because we are in academia that these structures of oppression do not exist in our world. Bad faith is assuming that microaggressions never occur in academia. Bad faith is being arrogant enough to assume that we are always conscious and cognizant of our power in relation to others, and that we never abuse it. Bad faith is assuming that we are always aware of our privilege, or that we have none.
We need to realize that even though we are in academia, that structures of oppression do exist, and micro and macroaggressions take place every day, every hour, and that we might be too privileged to notice. We need to admit to ourselves that sometimes we make mistakes and we are complicit in these structures and acts. To do otherwise is to practice bad faith; to think that we are simply doing what we are doing because we do not have freedom to act otherwise; and to lie to ourselves about the consequences and ethics of our positions and actions. My friends in less privileged positions have taken me to task on various occasions for my own blindness to my privilege, and for these interventions I am grateful. We should be better.
Below are my slides for “The Political Power of Play”, my keynote address for Re:Humanities 2014, an undergraduate digital humanities conference put on by the TriCollege Digital Humanities Initiative (Haverford, Swarthmore and Bryn Mawr Colleges). The full text of the keynote has also been published as a peer reviewed article in the journal Hybrid Pedagogy.
Below is our submission for a Postcolonial Digital Humanities roundtable at the Modern Language Association at Vancouver, B.C. in January 2015. The roundtable will be presided over by Adeline Koh.
Postcolonial Digital Humanities: Praxis
This roundtable explores the role of praxis in the academy through the fields of postcolonial studies and the digital humanities. Roundtable participants will discuss how they actively integrate the methodologies of postcolonial analysis into the digital humanities, revealing the implicit presence of race, ethnicity and systems of exclusion.
This roundtable explores the role of praxis in the academy by bringing together two fields that developed in seemingly unrelated trajectories within the humanities in the 1980s: postcolonial studies and the digital humanities. Postcolonial studies draws on continental theory and philosophy to probe the power dynamics that shape the relationship of colonized people to history and culture while the digital humanities integrates the study of the humanities with digitization and programming. Yet, over the past thirty years, the fields have intersected in surprising ways. Postcolonial scholars such as Deepika Bahri and George Landow used web technologies of the 1990s to advance the field, through early sites like Postcolonial Studies at Emory and the Postcolonial Literature and Culture Web as a form of academic praxis.
Intersections between theory, praxis, and the digital have been further explored by scholars of race and new media, such as Lisa Nakamura, Peter Chow-White, Pramod Nayar, Anna Everett and Alondra Nelson. Their work has begun articulating the relationship between race and technology, topographies of power in digital spaces, and the implications of globalized labor that place the burdens of producing technology in the hands of black and brown female laborers.
Roundtable participants, including senior and junior scholars, activists and librarians, will discuss how they actively integrate the methodologies of postcolonial analysis into the digital humanities, revealing the implicit presence of race, ethnicity and systems of exclusion. Participants further discuss how they drawing on the digital humanities’ commitment to praxis, building and exploration of social media and new publishing platforms to disseminate research.
There is substantial interest at the Modern Language Association annual meeting to further these discussions. Related panels at the last two MLAs (MLA 2012: “Representing Race: Silence and the Digital Humanities” and “Accessing Race in the Digital Humanities’; MLA 2013: “Decolonizing the Digital Humanities”), all resulted in full rooms. This roundtable goes further to crystallize these conversations by elaborating what the “praxis”–the actual political practice of postcolonial digital humanities could look like.
Our conversations hinge on a set of questions:
What does a politically inflected digital humanities praxis look like?
What is the role of activism in the postcolonial digital humanities?
How can social media be most effectively leveraged in postcolonial digital humanities praxis and activism, and what are its limits?
Is postcolonial digital humanities an imperialist project because of its beginnings in the United States, and how can this be mitigated?
How can scholars of postcolonial studies and digital humanities better account for the needs, representations, and legiblities of vulnerable populations?
This roundtable presents seven participants limited to five-minute remarks on the praxis of postcolonial digital humanities. The goals for the remarks are to stimulate conversation between the audience and the roundtable. We are reserving 40 minutes for discussion.
Roopika Risam will discuss the relationship between pedagogy and praxis. She will outline a theoretical framework for what she terms “postcolonial digital pedagogy,” a set of teaching practices that engage technology to decolonize the classroom and orient students towards significant learning experiences that extend the scope of learning beyond curricula and institution walls. In doing so, she proposes that the intersections of pedagogy and technology are a fruitful locus for engaged praxis.
Suey Park, originator of the #NotYourAsianSideKick hashtag, will discuss the role of hashtags in new forms of social activism and digital political organization. She will consider the ways in which shifting media ecologies present new opportunities for shaping collective identities and campaigns.
Deepika Bahri will address the past, present, and future of the Emory Postcolonial Studies website, recently reinvented as Postcolonial Studies @ Emory. Bahri will discuss the motivations behind her decision in the 1990s to build the site and use it in her teaching. Bahri also will examine considerations for future developments in the project while addressing how the nature of postcolonial digital humanities praxis has changed over the past 20 years.
Siobhan Senier will give a brief overview of current trends in the digitization of indigenous heritage materials; explain the theoretical underpinnings of projects that seek to enlist tribal communities in co-curation of their source materials; and detail the challenges currently faced by tribal museums, archives and libraries who want to conduct their own independent digitization projects.
Angel David Nieves will discuss current digitization efforts in South Africa as related to the many historical collections being held in local township museums, particularly in Johannesburg. Including community members in the archive-making process involves re-inscribing traumatic events into the public sphere and negotiating how we collect, document, analyze and provide access to these narratives on the Internet. An intersectional framework that engages the “postcolonial archive” and critical race theory provides new avenues for interrogating and dealing with a difficult past.
Porter Olsen’s talk explores the relationship between contemporary hacktivism and the anti-imperial movements of the early to mid 20th century. Looking beyond the hackers and hacktivist that dominate western newspapers, he outlines the otherwise obscure history of hacking and hacktivism in the global south, and how that history has led to the figure of what he calls the “postcolonial hacker” in novels such as Hari Kunzru’s Transmission and Lauren Beuke’s Moxyland, showing how hacktivists of the global south—both fictional and real—reframe the work of anti-imperial thinkers such as Frantz Fanon for our era of globalized neocolonialism.
Alex Gil argues that the early career of Aimé Césaire marks a moment in the history of the transatlantic region when existing publishing networks open up to new racial dynamics, particularly within the American Hemisphere. In this presentation he shows how the use of computational approaches can help us generate new understandings of the formation of a new anti-colonial republic of letters, and serve as the base for creating the postcolonial digital edition of the future.
Adeline Koh is Associate Professor of Postcolonial Literature at Richard Stockton College. Her work spans the intersections between postcolonial studies and the digital humanities, 19th/20th Century British and Anglophone Literature and Southeast Asian and African studies, and games in higher education. Koh directs The Stockton Postcolonial Studies Project , an online magazine of postcolonial studies and is the designer of Trading Races, an elaborate historical role playing game designed to teach race consciousness in the undergraduate classroom. With Roopika Risam, she co-directs Digitizing ‘Chinese Englishmen,’ a digital archival project on 19th century ‘Asian Victorians’ in Southeast Asia, the postcolonial digital humanities website, and is co-writing a forthcoming book on #DHPoco. She is also a core contributor to the Profhacker Column at the Chronicle of Higher Education. She has held a Duke University Humanities Writ Large Fellowship and a postdoctoral fellowship at the National University of Singapore.
Roopika Risam is an Assistant Professor of World Literature and English Education. She is the co-founder of Postcolonial Digital Humanities (#dhpoco), a movement that foregrounds global explorations of difference within cultures of technology. Along with #dhpoco collaborator Adeline Koh, Roopika is co-writing a book on postcolonial studies and digital humanities. Roopika is the co-director of The Harlem Shadows Project, an experiment in producing digital critical editions of public domain texts, with Chris Forster, as well as co-director of Digitizing Chinese Englishmen, a digital archival recovery project, with Adeline Koh. Roopika’s research interests span postcolonial, African American, and Black British literary and cultural studies, as well as digital pedagogy and secondary education teacher preparation. Roopika is a member of the Executive Council of the Association for Computers and the Humanities, the founding editorial board of DHCommons, and MLA Delegate Assembly.
Suey Park is a writer and a political organizer based in Chicago, IL. She writes on race and gender issues and on various forms of digital and in person forms of social justice.
Deepika Bahri is Associate Professor in the English department at Emory University. Her research focuses on postcolonial literature, culture, and theory. She is the author of Native Intelligence: Aesthetics, Politics, and Postcolonial Literature (University of Minnesota Press, 2003) and co-editor of Between the Lines: South Asians and Postcoloniality and Realms of Rhetoric. She has written several articles on postcolonial issues in journals and book collections. She is currently working on the representation of Anglo-Indians, Eurasians, and racial hybrids in postcolonial literature. She created the first version of Postcolonial Studies at Emory in the 1990s and is currently working on the Web 2.0. version of the site.
Siobhan Senier is Associate Professor of English at the University of New Hampshire. Her current research and teaching interests include Native American Studies, Digital Humanities, Sustainability Studies, and Disability Studies. As the present holder of the James H. and Claire Short Hayes Chair in the Humanities, Prof. Senier is working with regional Native communities on the website, Writing of Indigenous New England (https://indnewengland.omeka.net/). Her publications include Voices of American Indian Assimilation and Resistance (2001) and the forthcoming Dawnland Voices: An Anthology of Writing from Indigenous New England.
Angel David Nieves is Associate Professor of Africana Studies and Director of the American Studies Program at Hamilton College, Clinton, N.Y. He is currently Co-Directing Hamilton’s Digital Humanities Initiative (DHi), a $1.75 million Mellon Foundation Grant funded project (http://www.dhinitiative.org). He has raised over $2.4 million in total support of digital humanities research at Hamilton. His early work in the digital humanities and critical race theory (CRT) began with a prototype for Soweto ’76: A Living Digital Archive while a Faculty Fellow at the Maryland Institute for Technology in the Humanities (MITH) at the University of Maryland, College Park (2006-2008) (http://www.soweto76archive.org). Nieves’ scholarly work and community-based activism critically engages with issues of race and the built environment in cities across the Global South. Most recently he worked with a team of undergraduate research assistants from Middlebury College on the Soweto Historical GIS (SHGIS) Project.
Porter Olsen is a Ph.D. candidate in the English Department at the University of Maryland. His research focuses on the intersections between postcolonial literature and digital cultures, with a particular interest in how both fields deploy virtual spaces as spaces of alterity and resistance. Before returning to graduate school, Porter worked as product manager for a Linux distribution developer where he was a member of the United Linux initiative, an initiative designed to create a single Linux platform shared among distributors from Germany, Brazil, the U.S., and Japan.
Alex Gil currently works as Digital Scholarship Coordinator for the Humanities and History Division of the Columbia University Libraries. Current projects at Columbia include the re-skilling of subject librarians, a large data-mining project of a million-plus syllabi, a project to crowd-source marginalia, and other digital humanities initiatives. He finished his PhD at the University of Virginia’s English Department, where he worked to develop technologies to analyze and visualize intertextuality in medium-sized corpora to elucidate cultures of reprint in the American hemisphere. He is currently also co-editor of the Critical/Genetique Edition of Aimé Césaire’s Complete Works.
These are the slides for a workshop on the Rewriting Wikipedia Project that I gave at Rutgers in January 2014. RWP is a joint project with Roopika Risam under Postcolonial Digital Humanities.
This is a presentation on #DHThis that I gave at the Feminist Digital Pedagogies conference in January 2014. #DHThis is a peer review experiment in the digital humanities that attempts to give voice to a larger, more diverse digital humanities public. Read more about #DHThis and how it works here. #DHThis is a collaborative project with Martin Eve (@martineve), Roopika Risam (@roopikarisam), Jesse Stommel (@jessifer) and Alex Gil (@elotroalex).
Addition, January 8, 2014: After thinking about the reaction to the comic below further, I am sorry that the comic led people to be genuinely hurt. That was not my intention, and I hope the post below–where I gesture at some of the problems I see in some types of critical making–makes that clear. The comic below was not intended to refer to the upcoming #MLA14 sessions (I had a discussion on Twitter with the generous Matt Ratto on Twitter, who organized the workshop the comic actually critiques). I can see how this would have been a common and possible misreading though, and I apologize for any hurt feelings that I caused. I sincerely hope that the point I raised–that as theory can’t be “added like butter” (thanks Noel Jackson for the paraphrase) to making for critical making to work will be of use to the digital humanities community. Thank you for reading.
The “hack”/”yack” divide is now a hackneyed question within the field of the digital humanities. The overall consensus is that it is perfectly reasonable not to separate both fields, but that there is considerable “yacking” in “hacking,” or theoretical and political implications in the making or building. This I think is perfectly fair, and I see great potential for broadening the humanities implication in #DH in this. A good example of creative joining of “hacking” and “yacking” I see demonstrated in Bethany Nowviskie’s “Speaking in Code” workshop, which I look forward to hearing more of.
What I am more cautious of is a sense of “hacking” and “yacking” which simply applies the “yack” as a layer on to the building/making portion, as I gesture at the in #DHPoco comic above. For a critical making to work well, it is imperative that the theoretical aspect of the making not exist as a superficial layer on top of the technology, but one which is actively explored in the entire process of creation. In other words, thinking about snippets of theory while actually making something is not “critical making.” To critically make something, we should address questions such as the following: When we which agents do we give agency to in a project and why? Who are the voices that are allowed to speak, and who are heard? Which components act, and which components act upon?
Questions like these I think can be fruitfully explored by efforts at critical making, and I encourage us to move beyond appending the “yack” as a superficial layer on the “hack.” If we think we can quickly replace the theoretical by simply attaching some quotes and questions onto our process we aren’t really “critical making,” we’re just making.
NB: The comic above is based on a DH event I attended in 2013.
Below I list the panels I hope to attend at #MLA14; I’ve chosen them with a special eye towards race, gender, postcolonial studies, the digital humanities and pedagogy. Unfortunately I won’t be able to attend each one as many are scheduled each other in the same slots, but I will be reading the Twitter feed hoping others will be livetweeting these sessions. – AK
16. Teaching Racist Texts: Pedagogical Challenges
Thursday, 9 January, 12:00 noon–1:15 p.m., Clark, Chicago Marriott
A special session
Presiding: Russell Sbriglia, Univ. of Rochester
Speakers: Melissa Adams-Campbell, Northern Illinois Univ.; Alexander Corey, Univ. of Colorado, Boulder; Brigitte Fielder, Univ. of Wisconsin, Madison; Sarah Mesle, Univ. of California, Los Angeles; Erich Nunn, Auburn Univ., Auburn
The pedagogy of dealing with the racist content of American literature is the subject of this roundtable. Its underlying premise will be that rather than evacuating or ignoring racist content, engaging students in frank conversations about the racism inherent in much of American literature will help them address the difficult content of the literatures we read, discuss, and write about.
80. Hard Mode: Games and Narratives of Marginalization
Thursday, 9 January, 1:45–3:00 p.m., Huron, Chicago Marriott
A special session
Presiding: Anastasia Salter, Univ. of Baltimore
Speakers: Edmond Chang, Drew Univ.; Eileen Cheng-Yin Chow, Duke Univ.; Adeline Koh, Richard Stockton Coll. of New Jersey
For extended abstracts and links to works under discussion, visit hardmode.selfloud.net.
Mainstream video games often reflect culturally dominant discourse, with narratives that fail to include marginalized or “vulnerable” voices and groups. As video games are becoming an increasingly visible form of storytelling and entertainment, what role can games from outside these norms play in subverting such marginalizing representations?
95. Media, Justice, and Revolution in the Contemporary Middle East
Thursday, 9 January, 3:30–4:45 p.m., Superior A, Sheraton Chicago
Program arranged by the Discussion Group on Law as Literature
1. “Cultural Commentary as Political Activism in Iran’s Blogabad,” Babak Elahi, Rochester Inst. of Tech.
2. “Weblogistan: A Subversive Site and Mass Medium in Contemporary Iran,” Pouneh Saeedi, Univ. of Toronto
3. “Informal Justice: Film as a Means of Extrajudicial Appeal in Contemporary Iran,” Amy Motlagh, American Univ. in Cairo
For abstracts, write to firstname.lastname@example.org.
103. Narrative Empathy for the Other
Thursday, 9 January, 3:30–4:45 p.m., Northwestern–Ohio State, Chicago Marriott
Program arranged by the International Society for the Study of Narrative
Presiding: Patrick Horn, Univ. of North Carolina, Chapel Hill
1. “Narrative Empathy as Acknowledgment,” Ann Jurecic, Rutgers Univ., New Brunswick
2. “Narrative Strategies for Developing Cross-Racial and Cross-Cultural Empathy in the Short Fiction of Sandra Cisneros and Jhumpa Lahiri,” Marilyn Edelstein, Santa Clara Univ.
3. “Real ‘Others’: Pathways for Empathy in Autobiographical Narrative,” Leah M. Anderst, Queensborough Community Coll., City Univ. of New York
187. Teaching outside the Classroom through Digital Humanities: Alt-Academic Feminism
Thursday, 9 January, 7:00–8:15 p.m., Indiana-Iowa, Chicago Marriott
Program arranged by the Women’s Caucus for the Modern Languages
Presiding: Teresa Mangum, Univ. of Iowa
Speakers: Anne Balsamo, New School; Natalie M. Houston, Univ. of Houston, University Park;Tara McPherson, Univ. of Southern California; Safiya Umoja Noble, Univ. of Illinois, Urbana;Roopika Risam, Salem State Univ.
For position statements and resources, write to email@example.com.
Can digital and public humanities reshape studies by and about women in language, art, and culture? Feminists, people of color, LGBT communities, and differently abled and aged women are creating collaborative spaces despite uneven developments and digital divides. How can digital tools and practices serve feminist pedagogy and critique, resituating feminism within and beyond the academy?
173. Beyond the Protomonograph: New Models for the Dissertation
Thursday, 9 January, 7:00–8:15 p.m., Northwestern–Ohio State, Chicago Marriott
A special session
Presiding: Daniel Powell, Univ. of Victoria
Speakers: Melissa A. Dalgleish, York Univ.; Shawn Moore, Texas A&M Univ., College Station;James O’Sullivan, University Coll. Cork; Nick Sousanis, Columbia Univ.; Danielle Spinosa, York Univ.; Nicholas van Orden, Univ. of Alberta
Although the need for graduate education reform in the humanities is widely discussed, the traditional role of the dissertation as a capstone protomonograph has only begun to be questioned. This panel features six Pecha Kucha presentations (20 slides x 20 seconds) from graduate students developing radically new models of the dissertation, followed by ample discussion.
Home > Convention > 2014 Program > Session 199
199. Digital Queers, Queering the Digital: Gaming, Programming, Performance
Friday, 10 January, 8:30–9:45 a.m., Northwestern–Ohio State, Chicago Marriott
Program arranged by the Division on Gay Studies in Language and Literature
Presiding: Martha Nell Smith, Univ. of Maryland, College Park
Speakers: Thom Bryce, York Univ.; Edward Chamberlain, Univ. of Washington, Tacoma; Edmond Chang, Drew Univ.; Kimberly Hall, Univ. of California, Riverside; Hannele Kivinen, York Univ.
Responding: Marilee Lindemann, Univ. of Maryland, College Park
This roundtable analyzes queer online performances that critique the exclusionary practices of dominant American culture, queering codes in game programming, and queer approaches to new media to make visible that opportunities afforded by queer bodies extend well beyond remembering Alan Turing, the gay iconic code breaker cited by some as historical proof of digital humanities diversity.
196. Write on Your Own Time: Scholarship and Non-Tenure-Track Faculty Members
Friday, 10 January, 8:30–9:45 a.m., Kane, Chicago Marriott
Program arranged by the MLA Committee on Contingent Labor in the Profession
Presiding: Nicole B. Wallack, Columbia Univ.
Speakers: Sarah Boslaugh, Kennesaw State Univ.; Katherine Boulay, Univ. of Illinois, Chicago;Peter Khost, Stony Brook Univ., State Univ. of New York; Zachary Lamm, Univ. of Illinois, Chicago; Sophie Queuniet, Columbia Univ.; Deborah Skolnik Rosenberg, Northwestern Univ.;Andrea Witzke Leavey, Univ. of Illinois, Chicago
How do expectations for scholarship enter into the lives of non-tenure-track faculty members’ teaching, sense of professional identity, and status among our peers? This roundtable will explore the conditions that inform the content, form, frequency, and reception of our scholarship. We will reflect on how non-tenure-track faculty members can create space—literal and figurative—for scholarly work.
197. Learned Society Journals: Challenges and Opportunities in the Twenty-First Century
Friday, 10 January, 8:30–9:45 a.m., Mayfair, Sheraton Chicago
Program arranged by the Doris Lessing Society
Presiding: Alice Rachel Ridout, Algoma Univ.
Speakers: Martha J. Cutter, Univ. of Connecticut, Storrs; Betty Leigh Hutcheson, College Art Assn.; Sheri Spaine Long, Univ. of North Carolina, Charlotte; David Lee Miller, Univ. of South Carolina, Columbia; Karma Waltonen, Univ. of California, Davis
For roundtable outline, visit dorislessingsociety.wordpress.com/mla/current/.
Focusing on learned society journals, participants will consider matters beyond the strictly editorial, addressing issues such as the function of journals in relation to societies’ membership, the transition to electronic publication, and the place of journals in learned societies’ finances.
213. Twenty-First-Century Pedagogies
Friday, 10 January, 8:30–9:45 a.m., Michigan–Michigan State, Chicago Marriott
Program arranged by the Discussion Group on the Two-Year College
Presiding: Stacey Lee Donohue, Central Oregon Community Coll.
1. “Not on Wikipedia: Making the Local Visible,” Laurel Harris, Queensborough Community Coll., City Univ. of New York
2. “Survival Spanish Online: Designing a Community College Course That Bridges Culture and Authentic Connections,” Cecilia McGinniss Kennedy, Clark State Community Coll., OH
3. “Sound Essays: A Cure for the Common Core,” Kathryn O’Donoghue, Graduate Center, City Univ. of New York
4. “Leveling Up! Gamifying the Literature Classroom,” Jessica Lewis-Turner, Temple Univ., Philadelphia
For abstracts, visit commons.mla.org/groups/the-two-year-college/announcements/ after 15 Dec.
215. International Shakespeare
Friday, 10 January, 8:30–9:45 a.m., Purdue-Wisconsin, Chicago Marriott
Program arranged by the Division on Shakespeare
Presiding: Garrett A. Sullivan, Penn State Univ., University Park
1. “Shakespeare in Glorious Techniculture,” Anston Bosman, Amherst Coll.
2. “Sindbad’s Happy Wreck: ‘Global Shakespeare’ Meets ‘Arab Spring,’” Margaret Litvin, Boston Univ.
3. “Global Shakespeares as Methodology,” Alexa Huang, George Washington Univ.
346. Reframing Postcolonial and Global Studies in the Longer Durée
Friday, 10 January, 3:30–5:15 p.m., Chicago IX, Sheraton Chicago
Presiding: Sahar Amer, Univ. of North Carolina, Chapel Hill
1. “(De)Imperialization and the Dialectics of World History,” Laura Anne Doyle, Univ. of Massachusetts, Amherst
2. “Customs, Ceremonies, and the Problem of Early Modern ‘Religion,’” Sanjay Subrahmanyam, Univ. of California, Los Angeles
3. “Early Globalities: Questions, Objectives, Critique,” Geraldine Heng, Univ. of Texas, Austin
4. “Empire, Nation, Imperium,” Barbara Fuchs, Univ. of California, Los Angeles
For session summary, visit wsipworldstudies.wordpress.com/collaborative-projects/related-conferences-programs/.
A paradigm shift is occurring toward what might be called longer durée global studies. Recent work in world history shows that in the fifteenth century Europeans did not create but rather entered a world system. Drawing on this new scholarship in world history, participants present adjusted paradigms and explore the methodological questions for postcolonial literary-cultural studies.
350. Open Access: Editing Online Scholarly Journals
Friday, 10 January, 3:30–4:45 p.m., O’Hare, Chicago Marriott
A special session
Presiding: Helena Gurfinkel, Southern Illinois Univ., Edwardsville
Speakers: Nicole N. Aljoe, Northeastern Univ.; Alan Clinton, Santa Clara Univ.; David Gunkel, Northern Illinois Univ.; Helena Gurfinkel; Laura L. Runge, Univ. of South Florida
Responding: Henry S. Sussman, Yale Univ.
The roundtable will address the logistics of founding and maintaining a journal; potential nonspecialized readership; the evaluation of open-access publications, as well as of the work of editing, in the context of hiring, tenure, and promotion; and peer-review practices that follow the open-access principle, while responding to tenure and promotion requirements.
409. Innovative Interventions in Scholarly Editing
Friday, 10 January, 5:15–6:30 p.m., Colorado, Sheraton Chicago
Program arranged by the MLA Committee on Scholarly Editions
Presiding: Stephen G. Nichols, Johns Hopkins Univ., MD; Raymond G. Siemens, Univ. of Victoria
Speakers: Kathleen Fitzpatrick, MLA; Julia H. Flanders, Northeastern Univ.; Steven E. Jones, Loyola Univ., Chicago; Peter Robinson, Univ. of Saskatchewan; Timothy L. Stinson, North Carolina State Univ.
Explores editorial innovation, considered in the context of the field’s principles and practices, including those associated with the CSE and the award of its seal for approved editions. Presenters will address, among other topics, the role of editing in new Commons-oriented publication platforms, the uses of new media in scholarly editing, and the relation of the scholarly edition to the data that underlie it.
385. Feminists Leading for Change: Alt-Academic Feminism
Friday, 10 January, 5:15–6:30 p.m., Parlor C, Sheraton Chicago
Program arranged by the Women’s Caucus for the Modern Languages
Presiding: Michelle A. Massé, Louisiana State Univ., Baton Rouge
Speakers: Maria Cotera, Univ. of Michigan, Ann Arbor; Florence Howe, Graduate Center, City Univ. of New York; Paula M. Krebs, Bridgewater State Univ.; Ellen Lee McCallum, Michigan State Univ.; Monica Miller, Louisiana State Univ., Baton Rouge
This panel addresses feminism in academia as a living practice that permeates not only the classroom and the library but all of higher education. The speakers will discuss the importance of integrating feminist principles into fields such as graduate student activism, curriculum design and policy, administration, public humanities, and publishing.
399. MOOCs, Boutique Subjects, and Marginal Approaches
Friday, 10 January, 5:15–6:30 p.m., Indiana-Iowa, Chicago Marriott
Program arranged by the Society for Medieval Feminist Scholarship
Presiding: Dorothy Kim, Vassar Coll.
Speakers: Rebecca Davis, Saint Edward’s Univ.; Wendy Marie Hoofnagle, Univ. of Northern Iowa; Helene Scheck, Univ. at Albany, State Univ. of New York; Sonam Singh, Barnard Coll.;Lisa M. C. Weston, California State Univ., Fresno
For abstracts, visit hosted.lib.uiowa.edu/smfs/mff/index.html.
This roundtable addresses what happens to marginal approaches (e.g., feminist, queer, disability, racial) and boutique subjects (e.g., medieval studies) in the MOOC paradigm.
Home > Convention > 2014 Program > Session 481
481. African Literature and Performance and New Media
Saturday, 11 January, 10:15–11:30 a.m., Colorado, Sheraton Chicago
Program arranged by the Division on African Literatures
Presiding: Moradewun Adejunmobi, Univ. of California, Davis
1. “Teju Cole’s Twitter Feed and the Politics of Digital Form,” Mark DiGiacomo, Rutgers Univ., New Brunswick
2. “Critic, Creator, Curator: Three Francophone African Writers and Authorial Presence on the Web,” Kristen Stern, Boston Univ.
3. “New Media, Shifting Margins: Digital Divide Reconsidered,” Akinwumi Adesokan, Indiana Univ., Bloomington
4. “The Place of Fiction in Southern Africa: New Media, Print, and Local Literary Ecologies,”Stephanie Bosch Santana, Harvard Univ.
577. Evaluating Digital Scholarship: Candidate Success Stories
Saturday, 11 January, 1:45–3:00 p.m., Chicago VIII, Sheraton Chicago
Program arranged by the MLA Committee on Information Technology
Presiding: Victoria E. Szabo, Duke Univ.
Speakers: Cheryl E. Ball, Illinois State Univ.; Alexander Gil, Columbia Univ.; Matthew K. Gold, New York City Coll. of Tech., City Univ. of New York; Adeline Koh, Richard Stockton Coll. of New Jersey; Kari M. Kraus, Univ. of Maryland, College Park
In an electronic roundtable, candidates from various institutions and backgrounds share work and describe successful navigation of appointment, tenure, and promotion. MLA guidelines on evaluating digital scholarship serve as context. Discussion of how shifting definitions of academic success may include interdisciplinary collaboration, public engagement, hybrid teaching/research, alt-ac.
For a detailed description and participants’ project links, visit people.duke.edu/~ves4/mla14after 1 Dec.
599. The Praxis Network: Rethinking Humanities Education, Together and in Public
Saturday, 11 January, 3:30–4:45 p.m., Arkansas, Sheraton Chicago
A special session
Presiding: Katina Rogers, MLA
Katina Rogers’s Annotation: Full session details, including presenter bios, are available athttp://praxisnetwork.commons.mla.org/. For more information, please see the read more >
Speakers: David F. Bell, Duke Univ.; Matthew K. Gold, New York City Coll. of Tech., City Univ. of New York; Kevin Kee, Brock Univ.; Cecilia Márquez, Univ. of Virginia; Kelli Massa, University Coll. London; William Albert Pannapacker, Hope Coll.; Donnie Sackey, Wayne State Univ.
For description of programs and overall project, visit praxis-network.org.
How can humanities programs better equip students for a wide range of careers, while also fostering methodological expertise and public engagement? This roundtable will discuss a few possible approaches as seen in the Praxis Network, a new international alliance of graduate and undergraduate programs that are making effective interventions in traditional models of humanities pedagogy and research.
679. Decolonizing DH: Theories and Practices of Postcolonial Digital Humanities
Sunday, 12 January, 8:30–9:45 a.m., Purdue-Wisconsin, Chicago Marriott
A special session
Presiding: Roopika Risam, Salem State Univ.
Speakers: Alexander Gil, Columbia Univ.; Adeline Koh, Richard Stockton Coll. of New Jersey;Porter Olsen, Univ. of Maryland, College Park; Amit Ray, Rochester Inst. of Tech.
For abstracts, visit dhpoco.org.
This roundtable outlines the shape of contemporary postcolonial digital humanities and interrogates how postcolonial studies have evolved through different phases of Internet culture. The roundtable begins a public conversation about the contours, stakes, and limits of postcolonial digital humanities by exploring the roles of colonialism, imperialism, and globalization in digital cultures.