• A Generative Praxis

    Author(s):
    Julian C. Chambliss (see profile) , Scot French
    Date:
    2022
    Group(s):
    Digital Humanists, Digital Pedagogy
    Item Type:
    Article
    Tag(s):
    digital humanities, service learning; public humanities
    Permanent URL:
    https://doi.org/10.17613/97et-b946
    Abstract:
    Since 2016, the academic narrative emerging from the Zora Neale Hurston Festival of the Arts and Humanities in Eatonville, Florida, has increasingly relied on a public scholarship model to bridge the gap between institutional practice and community knowledge. Inspired by Zora Neale Hurston’s legacy as an interdisciplinary scholar, these activities have turned toward generative digital practices to document, share, and preserve the scholarly and community knowledge associated with this event. This change reflects Edward L. Ayers’s call for a more robust and inclusively engaged scholarship that speaks to the need to identify the deeply rooted cultural questions traditional narratives all too easily overlook. By allying with the Association to Preserve the Eatonville Community, Inc. (PEC), we leverage digital humanities practices to better understand the experiences of heritage communities. In this way, we see our work as building on Kim Gallon’s call for a digital humanities that seeks to apprehend the constructed nature of race and the impact of racism on society.1 Our praxis has evolved into a three-pronged strategy of public scholarship, digital pedagogy, and open educational resource curation designed to engage the public and shape scholarly narratives in new ways. The project spotlights a commitment to combine and amplify pedagogy and digital methodologies in order to create unique and sustainable archival materials for future research.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    1 year ago
    License:
    Attribution

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