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Teaching with Digital HumanitiesTools and Methods for Nineteenth-Century American Literature$
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Jennifer Travis and Jessica DeSpain

Print publication date: 2018

Print ISBN-13: 9780252042232

Published to Illinois Scholarship Online: May 2019

DOI: 10.5622/illinois/9780252042232.001.0001

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Teaching the Politics and Practice of Textual Recovery with DIY Critical Editions

Teaching the Politics and Practice of Textual Recovery with DIY Critical Editions

Chapter:
(p.133) 9. Teaching the Politics and Practice of Textual Recovery with DIY Critical Editions
Source:
Teaching with Digital Humanities
Author(s):

Caroline M. Woidat

Publisher:
University of Illinois Press
DOI:10.5622/illinois/9780252042232.003.0009

In this chapter, Caroline M. Woidat describes how classroom “archival explorations” transform the ways that students think about literary texts, American history, and their roles as scholars. Animated by feminist scholarship and pedagogy, Woidat describes a course that aims to recover the roles that literary editors, critics, and communities perform—the vital work that is often effaced or demeaned as “secondary” and peripheral—along with “primary” texts by women authors. Students in Woidat’s class become editors engaged in literary recovery to reevaluate the canon and its primacy.

Keywords:   digital humanities pedagogy, Just Teach One, canon, editor, recovery, feminist, archival, community, literary critics, women authors, making

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