Introduction: Storywork in Indigenous Digital Environments

This is the Introduction to the Transmotion special issue on Indigenous social media and digital environments

Towards the Development of Competency Areas for Student Affairs and Services Administrators: Perspectives for Professionalization

The research is concerned primarily with establishing a set of competency areas for administrators of student affairs and services in the Philippines regardless of their area of specialization or positional role within the field. A total of twenty (20) representatives from major regions of the country participated in the study. The modified Delphi method was adopted as the process of obtaining data. There were nine competency areas presented, namely: Advising and Helping; Assessment; Evaluation, and Research; Equity, Diversity, and Inclusion; Ethical Professional Practice; Human and Organizational Resources; Law, Policy, and Governance; Leadership; Personal Foundations; and Student Learning and Development. It was found that: (1) the competency areas mentioned were relevant regardless of educational background, number of years in service, position or job designation, organization affiliation and type of school where they were working; (2) the competency areas presented were acknowledged and perceived to be most important and/or greatly important by administrators and practitioners of Student Affairs and Services; and (3) the identified competency areas may serve as guidelines for student affairs and services administrators toward the development of the profession

Pedagogy of the Digitally Oppressed: Reprogramming Wikipedia to Decolonize Classroom Learning

The purposes and uses of Wikipedia in the classroom are multiple and emerging. From the integral role it can play in the design of classroom assignments to the ways in which the platform enables students to address gaps in the histories of Black, Indigenous, Dalit, women, disabled, and queer and trans people of colour, Wikipedia is being used to redefine both classroom and community-based learning. Adding relevant content to Wikipedia and addressing Wikipedia’s limitations, however, are not straightforward tasks. Many people, places, and political struggles have been ignored by history, and not all such individuals and events have “notable” digital footprints for inline citations, a requirement for creating a Wikipedia post. On the one hand, adding underrepresented stories to Wikipedia is a way to write them into history. On the other hand, Wikipedia’s structure and core criteria of “notability” and “neutrality” can make such processes both difficult and difficult to “stick” for ongoing pedagogy work. In addressing these concerns, we will go past the conventional use of Wikipedia in the classroom; reflect on its limits and possibilities with and through our institutional experiences; and collaboratively draft guidelines for critical Wikipedia pedagogy

Pedagogy of the Digitally Oppressed: An Introduction to Anti-colonial Digital Humanities Virtual Workshop

This virtual workshop will introduce participants of the Faculty Development Program, Office of the Provost, Columbia College, Chicago, to anti-colonial digital humanities, reflecting particularly on how to practice a digital pedagogy committed to anti-colonialism. We will invite workshop participants to do a collective reading and annotation of the institution’s academic diversity, equity and inclusion (DEI) framework and DEI mission statement and expand upon its specific commitments with respect to anti-colonial digitally focused classroom and community learning. We will also consider the concrete possibilities of working at the intersections of digital humanities and anti-colonialism, including a discussion on unanswered questions in our current approach as well as guidelines for ongoing community and institution building

Defining the Transnational through Anti-colonial Digital Humanities Pedagogy DHARTI 2022

While the common perception of the digital is as a global, democratic environment, there are countless ways that digital environments are inaccessible and oppressive. One way we witness the fallacy of the global digital is through the nationalism of many DH pedagogies. With Silicon Valley, the pervasiveness of US capital, and US imperialism, the nationalism of digital spaces is often US-centered. Nevertheless, we have also witnessed DH nationalism beyond the US, including within Global South, purportedly postcolonial, contexts. We see the move to nationalistic DH as part of a colonial digital divide. The project of Digital India, for example, extends right-wing Hindu nationalist and settler colonial mobilizing to digital learning, increasingly in the name of “decolonizing” how, what, and where we learn with/in the digital. This digital nationalism enacts digital erasures of Indigenous, Black, Dalit-Bahujan, queer, feminist, and disability justice scholars who push against the nation-state. Our collective, Pedagogy of the Digitally Oppressed, seeks to refuse digital nationalism. By starting as a coalition, and working within university and community coalitions, our approach to pedagogy follows Paulo Freire’s call for conscientization through learning and teaching: to become aware of the sources of one’s oppression—including nationalistic impulses—and critically reflect on that oppression to imagine a co-liberatory future. In this presentation, we define the transnational as the dialectic of the digital nationalist, contending with a series of questions related to digital nationalism as it relates to DH pedagogy: What does it mean to teach a transnational, translocal DH, and why is this crucial to anti-colonial DH? How have we fallen short in our practice and how are we working to be accountable to this need? At the heart of this presentation and these questions is a larger project of defining what must be an integral keyword in DH pedagogy: transnational

Pedagogies of the Digitally Oppressed: Anti-Colonial Critiques and Transnational Collaborations within #OurDhIs Organizing

At a summer 2018 convening, a group project and public performance called #OurDhIs brought to life the continuities and collaborations within race, social justice, and DH scholarship. #OurDhIs served as a call-for-action hashtag to extend the political origins of the previously successful #myDHis organizing into a community-centred praxis around what DH pedagogy is and can be. This presentation will highlight the work of a transnational pedagogy partnership, constituting and as constituted by the #OurDhIs movement. Honouring three situated projects, we will share the experiences of kinship and reciprocity between our individual work and collaborative anti-colonial practice in the form of three mini-episodes. Episode one will ask: In what ways does the community-driven focus of #OurDhIs connect DH endeavours with our Ancestors and their anti-oppressive labours? How can we protect and honour the rights, knowledges, and sovereignties of our Ancestors in DH pedagogies and engagements? Episode two will ask: how might we place #OurDhIs in conversation with digital pedagogy curricula in Research I universities and learn from collaborations that BIPOC (Black, Indigenous, and Peoples of Color) scholars have nurtured with off-campus communities as part of their survival praxis against campus racism and neoliberalism? And episode three will ask: How might we champion anti-oppressive and anti-colonial pedagogical practices to introduce DH scholarship to community college students? What are the challenges of advocating for a progressive and inclusive DH pedagogy at a community college with and through movements such as #OurDhIs

Pedagogy of the Digitally Oppressed: Practicing Anti-colonial DH Pedagogy and Research

This forum invites scholars, creative practitioners, activists, and community members to collectively discuss and develop strategies for refusing the damaging colonialities too often perpetuated within digital humanities teaching, learning, and research practices. Some of the topics that we hope to touch on in this discussion include:  1) how colonial ideologies and extractive research methods are naturalized within hegemonic DH principles and practices; 2) what anti-colonial DH pedagogies and insurgent research practices we might incorporate into individual contexts of digital humanities knowledge-making, especially given the uneven distribution of and access to digital infrastructures along the campus-community as well as the Global North-Global South spectrum, and; 3) how to sustain spaces for healing and community building within the realities of these uneven and dispersed infrastructures.  This forum will foreground an ethic of care and community building in imagining and identifying tactics that digital humanists can share and act upon to transform colonial ideologies and systems embedded within the conventions and protocols of digital humanities. Individually and collectively, we will create brief position statements where we will identify what is at stake in our communities, what the corresponding action plans might be, and at which scale(s) we might begin this work to realize the scope and limits of an anti-colonial DH praxis. As co-participants of this forum, we will imagine and reflect on the processes and challenges of bringing into being the anti-colonial possibilities of digital research and teaching for a bolder and more affirming environment for digital humanists inside and outside the academy

Thanking and Thinking with Critical DH Scholars: Works Consulted in the Teacher of the Ear Episode on Care

Black, Indigenous, people of colour, LGBTQ2IA+, disability justice activists, and class- and caste-oppressed communities have long raised awareness to and challenged the colonialism, neoliberalism, and imperialism embedded in mainstream digital pedagogy infrastructures, even in the name of care. In this podcast episode and conversation with Chris Friend, we reflect on the ethics and politics of care work in digital pedagogy and online environments, particularly as this global pandemic continues and so does the cooptation of care and compassion in infrastructures of teaching and learning, including, but not limited to, academia

Transforming DH Pedagogy

This essay cluster features two essays by students and faculty collaborators describing the ways in which new forms of pedagogical practices are expanding and changing the field of Digital Humanities. Each essay takes a different approach that reveals the importance of pedagogy in bringing social justice to the digital humanities. One pedagogical approach lies in the design and development of a game that shows the experience of transgender, non-binary, and gender nonconforming youth, and the other emphasizes the significance of the Digital Humanities Summer Institute in offering a space to develop and teach a theory of inclusive and activist digital pedagogy. Taken together, these essays demonstrate that transforming DH into a politically engaged, socially just, and inclusive field is an ongoing process of teaching and learning in new and traditional places, forms, communities, organizations, and institutions. Kimberly O’Donnell responds to these papers as a graduate student and Digital Fellow at Simon Fraser University, offering her perspective on the challenges and necessity of creating these transformative pedagogical spaces.   Résumé Ce regroupement de dissertations se compose de deux dissertations écrites par des étudiants et membres de faculté collaborateurs qui décrivent les façons dont de nouvelles types de pratiques pédagogiques étendent et changent le domaine des Humanités numériques. Chaque dissertation adopte une approche différente qui démontre l’importance de la pédagogie pour l’intégration de la justice sociale dans les humanités numériques. Pour une approche pédagogique, il s’agit de la conception et du développement d’un jeu qui montre l’expérience de jeunes transgenres, de jeunes non-binaires et de jeunes dont le genre est non conforme, tandis que l’autre approche souligne l’importance du 'Digital Humanities Summer Institute'(Institut d’été des humanités numériques) dans l’offre d’un endroit pour le développement et pour l’enseignement d’une théorie pédagogique numérique inclusive et activiste. Ensemble, ces dissertations démontrent que la transformation des humanités numériques en un domaine qui est politiquement engagé et juste au plan social et inclusif est un processus permanent d’enseignement et d’apprentissage dans de nouveaux lieux et dans des lieux traditionnels, ainsi que dans des formes, communautés, organisations et institutions. Kimberly O’Donnell répond à ces dissertations en tant qu’étudiante de cycle supérieur et en tant que 'Digital Fellow' (chercheur) à l’Université Simon Fraser, en donnant sa perspective sur les défis et sur la nécessité de créer ces lieux pédagogiques transformateurs.   Mots-clés: justice sociale; humanitiés numériques (HN); pédagogie; numériques; activisme numériques; transgenres; technologie des jeux vide

Digital Threads: Anti-colonial Storytelling and Community Building Through Twine

In this roundtable, we will discuss the findings, successes, challenges, ongoing objectives, and ongoing commitments of the working group through taking up some of the key questions that we, the facilitators and members, sought to address: How might we approach the utility of Twine in pedagogical spaces to teach, embody, and thread anti-colonial DH praxis and its community-centered foundations, connections, and locations? How might we work with Twine to actively engage in community building, tell digital stories that refuse capitalist, colonialist rhetoric, and become more ethical, more caring teacher-learners