I see both Brier and Waltzer’s respective articles responding, in part, to the larger question: Can DH help transform the university or will the university transform DH? One way both Brier and Waltzer insist on the DH to University trajectory is through highlighting the importance of teaching and learning practices and bringing to the fore DH projects that model particular kinds of collaborative ones.
Whereas we’ve learned from our previous readings on the history of the American University system, how it has become increasingly designed and driven from an administrative/management perspective, a focus on the importance of teaching and learning has the potential to shift the frame towards more “liberatory” and student-centered pedagogical practices (Freire, Shaughnessy and Elbow).
Many of the DH projects that both Brier and Waltzer highlight in their respective articles, from Matthew Gold’s “Looking for Whitman” to NYC College of Technology’s “A Living Laboratory” present new models of collaboration between faculty and students. DH projects like these seem to flourish when the larger institution has already embraced aspects of radical pedagogy as both a philosophy and practice.| | | Next → |