Browsing by Author "History, School of Liberal Arts"

Now showing 1 - 10 of 50
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    “An Act of Tardy Justice”: The Story of Women’s Suffrage in Indiana
    (2019) Morgan, Anita; History, School of Liberal Arts
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    Autographs for Freedom and Reaching a New Abolitionist Audience
    (University of Chicago Press, 2017-01-01) McKivigan, John R.; Pattillo, Rebecca A.; History, School of Liberal Arts
    Scholars correctly appreciate Frederick Douglass’s novella The Heroic Slave (1853) as an important early work of African American literature and as a significant indicator of its author’s endorsement of violent tactics to end slavery in the United States.1 This essay will literally step back farther from the text of Douglass’s only fictional work, and examine The Heroic Slave as a component of a larger project—the gift book Autographs for Freedom—edited by Douglass and his closest ally in the early 1850s, British abolitionist Julia Griffiths. The thirty-nine pieces of short fiction, poetry, essays, and correspondence in the 263-page anthology were envisioned as tools to construct a wider and politically more potent antislavery alliance than any in which the two abolitionists had previously participated. In the diverse composition of its collection of authors and antislavery themes, Autographs for Freedom was both a cultural and political tool designed by Douglass and Griffiths to help assemble a more powerful antislavery coalition from the volume’s reading audience.
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    Changing Conceptions of the Opium War as History and Experience
    (Brill, 2018-06) Zhang, Xin; History, School of Liberal Arts
    Academic and popular accounts of the Opium War have gone through nearly two centuries of change in focus, view, and scope. My study probes this extensive historiography by tracing the evolvement of our understanding of the war through various phases among which we saw the rise of the “China-centered approach” and the beginning of a new trend towards combining government archives with personal records such as memoirs, personal correspondence, and private journals in research. Based on the observation, I will indicate, despite their undeniable achievements, most of the existing scholarships have paid little attention to the ordinary people in China whose lives were deeply affected by the war. It is high time that we pay more attention to human experience of the Chinese people in order to understand not only the war itself but also the history it helped shape.
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    The COVID-19 Oral History Project: Some Preliminary Notes from the Field
    (Taylor & Francis, 2020) Kelly, Jason M.; History, School of Liberal Arts
    The COVID-19 Oral History Project (C19OH) is an oral history project focused on archiving the lived experience of the COVID-19 epidemic. The platform allows both professional researchers and the public to upload to a curated database. This essay reflects on C19OH as a rapid response oral history project – how the research team conceived and implemented it, both in the field and in the classroom, and how they continue to transform it in response to practical concerns and ethical frameworks.
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    Difficult Heritage and the Complexities of Indigenous Data
    (McGill University, 2019-08-13) Guiliano, Jennifer; Heitman, Carolyn; History, School of Liberal Arts
    For readers of this special issue, data are likely defined in technical terms as established by information and computer scientists. Data, for the informaticist, are facts, measurements or statistics. For the historian, data are historical remnants—often preserved by an archive. For the anthropologist, data can be quantitative or qualitative depending on the question and methods. Disciplinary methods aside, data are not value-neutral and thus must be contextualized in terms of their acquisition, analysis, and interpretation in order to transform data into information. For humanists, the cultural complexities of data and information are not new. Anthropologists, historians, linguists, museum curators, and archivists have long probed the contextual subjectivities of knowledge production and representation. From ink and quill maps representing the New World to the carefully stratified layers of an archeological site, data in the humanities are always subject to the systems of knowledge that were used to capture, represent, and disseminate them.
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    Digital Humanities Workshops: Lessons Learned
    (Routledge, 2023) Estill, Laura; Guiliano, Jennifer; History, School of Liberal Arts
    Digital Humanities Workshops: Lessons Learned is the first volume to focus explicitly on the most common and accessible kind of training in digital humanities (DH): workshops. Drawing together the experiences and expertise of dozens of scholars and practitioners from a variety of disciplines and geographical contexts, the chapters in this collection examine the development, deployment, and assessment of a workshop or workshop series. In the first section, “Where?”, the authors seek to situate digital humanities workshops within local, regional, and national contexts. The second section, “Who?”, guides readers through questions of audience in relation to digital humanities workshops. In the third and final section, “How?”, authors explore the mechanics of such workshops. Taken together, the chapters in this volume answer the important question: why are digital humanities workshops so important and what is their present and future role? Digital Humanities Workshops: Lessons Learned examines a range of digital humanities workshops and highlights audiences, resources, and impact. This volume will appeal to academics, researchers, and postgraduate students, as well as professionals working in the DH field.
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    Discovering Chinese Science and Technology: A Critical Review
    (BRILL, 2023-01-26) Zhang, Xin; History, School of Liberal Arts
    For most of the twentieth century, the investigation into the development of science and technology in China has been based on the assumption that China lacked the conditions to achieve that on its own before it was exposed to Western knowledge. The same assumption has led many inquiries into the search for shortcomings in Chinese civilization or the failure to embrace Western knowledge. It was only near the very end of the twentieth century that a breakthrough finally arrived to allow scholars to free themselves from the assumption. This article traces the history of the field as it evolved through nearly a century from denying China’s own identity to finally recognizing it. I aim to show, one of the main reasons many researchers had held this rather Western-centric view for nearly a century was to the influence of the “rise of the West” historical narrative, which dominated the discourse on world history. Only after the narrative was seriously questioned did we begin to witness significant changes in the field toward realizing China’s own achievements and historical trajectory in the development of science and technology.
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    Disrupting Hierarchies of Evaluation: The Case of Reviews in Digital Humanities
    (Knowledge Futures, 2022-11-15) Risam, Roopika; Guiliano, Jen; History, School of Liberal Arts
    This essay discusses how the editors of the journal Reviews in Digital Humanities have developed a people-first approach to peer review: community-centered peer review policies, workflows, and practices intended to address the gap in evaluation of digital scholarship. This work offers a model for disrupting hierarchies of evaluation that position senior, tenured professors as the appropriate gatekeepers of “quality” for digital scholarship and instead reframes the notion of “scholarly community” to recognize that expertise lies beyond the professoriate — particularly when evaluating public-facing scholarship. The essay further offers an example of how to create a community-driven peer review culture that brings in graduate students, librarians, archivists, public humanities workers, curators, and more to assess scholarship. In doing so, it articulates a vision for disrupting conventional notions of “expertise” and, in turn, hierarchies of evaluation for scholarship within the academy. What does it mean to develop and implement a people-first peer review system? This question lies at the heart of our work founding and running Reviews in Digital Humanities, an open-access journal published on PubPub that is dedicated to peer reviewing digital scholarly outputs (e.g., digital archives, exhibits, data sets, games) based on humanities research. Reviews responds to a gap in evaluation at the intersection of technology and the humanities, offering researchers who produce scholarship in genres other than traditional monographs, journal articles, and book chapters the opportunity to seek the imprimatur of peer review and external vetting of their work. From our commitment to creating a humane system of peer review that supports scholars as people, to the design of our peer review workflow, to the selection of reviewers who participants, Reviews disrupts hierarchies of evaluation in the academy and aims to consistently remind our scholarly community that we are all people first.  The journal emerged from conversations between us, based on our experiences running peer review mechanisms for digital humanities conferences together. Through this work, we recognized a lack of consensus over how to peer review digital scholarly outputs. Despite the fact that colleagues in digital humanities create digital scholarship, there appeared to be no shared sense of how to evaluate digital scholarship created by others. Although professional organizations like the Modern Language Association (MLA) and American Historical Association (AHA) have invested time in developing guidelines, these have yet to be operationalized in evaluation. In addition to the challenges of conference abstract reviewing, there has also been a lack of outlets for peer review of digital scholarly projects themselves. We further observed that those most negatively affected by this lack of consensus were scholars in areas such as African diaspora studies, Latinx studies, Native and Indigenous studies, Asian American studies, and other areas that have been systematically marginalized in the academy. As many in these fields are also often scholars of color and/or Indigenous scholars, the peer review problems for digital scholarship compound harm in multiple ways: scholars in these areas already have a burden of demonstrating the legitimacy of their research, which is further compounded by the lack of an evaluation structure for the digital scholarship they create. This, in turn, has impacts on how their work is (or isn’t) valued in hiring, reappointment, tenure, and promotion. Recognizing that the many facets of these scholars’ identities as people has a direct impact on their professional lives, we identified the lack of peer review as a clear deterrent to building up digital scholarship in these underrepresented fields in digital humanities.
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    “Douglass, Frederick”: Frederick Douglass’s Forgotten Autobiography
    (2019) Kaufman-McKivigan, John R.; Duvall, Jeffery A.; History, School of Liberal Arts
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    Editors' Note: April 2022
    (IUPUI School of Liberal Arts, 2022-04-19) Risam, Roopika; Guiliano, Jennifer; Brown, Aleia; Parham, Marisa; Muñoz, Trevor; History, School of Liberal Arts
    Welcome to the April 2022 issue of Reviews in Digital Humanities, which is the first of our two-part special issue on Black DH. Given our commitment to making Reviews as space that supports the formation of review communities for areas of scholarship that have not been as recognized in digital humanities communities as they should be, we are delighted to share this special issue, guest edited by Aleia Brown, Marisa Parham, and Trevor Muñoz.