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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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Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive

Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive

Chapter:
(p.167) 11. Making Digital Humanities Tools More Culturally Specific and More Culturally Sensitive
Source:
Teaching with Digital Humanities
Author(s):

Celeste Tường Vy Sharpe

Timothy B. Powell

Publisher:
University of Illinois Press
DOI:10.5622/illinois/9780252042232.003.0011

Celeste Tường Vy Sharpe and Timothy B. Powell describe how they use the design of digital platforms as teachable problems to engage students in a digital humanities course about the stories of Indigenous peoples and the Eurocentric “control over time.” Sharpe and Powell task students with creating a digital project that explores a more culturally specific and nuanced model of Iroquois or Haudenosaunee temporality. In the process, students and teachers alike imagine solutions that may enable digital humanities tools to more accurately represent how Indigenous peoples tell their histories.

Keywords:   digital humanities pedagogy, ethical responsibility, archive, cross-institutional collaboration, Omeka, Timeline JS, Indigenous, Iroquois, Haudenosaunee, temporality, digital humanities tools

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