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Humanist Archives: March 8, 2020, 8:23 a.m. Humanist 33.659 - pubs: Digital Futures of Graduate Study cfp

                  Humanist Discussion Group, Vol. 33, No. 659.
            Department of Digital Humanities, King's College London
                   Hosted by King's Digital Lab
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        Date: 2020-03-06 20:59:45+00:00
        From: A E Lang 
        Subject: CFP for The Digital Futures of Graduate Study in the Humanities (Debates in the Digital Humanities)

CFP: The Digital Futures of Graduate Study in the Humanities
https://dhdebates.gc.cuny.edu/page/cfp-gradstudy

Edited by Simon Appleford (Creighton University), Gabriel Hankins
(Clemson University) and Anouk Lang (University of Edinburgh)

Deadline for 500-word abstracts: April 1, 2020

Part of the Debates in the Digital Humanities Series
A book series from the University of Minnesota Press
Matthew K. Gold and Lauren F. Klein, Series Editors

What are the digital futures of graduate study in the humanities, and
how are those futures enacted in degrees, programs, and institutional
forms? The Digital Humanities has passed from its moment of insurgency
to a phase of institutionalization and transformation, in an array of
graduate certificate programs, MA-level programs, and doctoral programs.
But how is specific graduate-level work in these programs imagined,
planned, and realized? How do programs vary across the diversity of
national and institutional contexts? What are the available models and
options, and what do we know about their outcomes for both students and
faculty? How might we rework familiar models to address ongoing
challenges to the humanities?

This volume aims to open up and make visible the ongoing debate over
possible digital futures for graduate study in the humanities. We do not
wish to avoid the controversies inherent in the topic, and will include
a variety of competing voices and positions. Contributors should provide
specific evidence, where possible, on programs underway or under
consideration, and build arguments that generalize beyond the limits of
a single program or institutional context. The volume will emphasize
well-supported essays that aim at the idea of graduate study in the
humanities, rather than single case studies, success stories, or
post-mortems. We seek arguments rather than summaries. We believe that
engaging the digital future of graduate education requires clarity about
disciplinary and institutional situations, and strongly articulated
positions.

The editors seek to assemble a cross-section of those concerned with
these questions, from contributors at a wide range of institutions and
in a diverse set of roles. We are especially interested in short-form
position papers setting out concise visions of the digital future of
graduate study in the humanities, and contributions from those engaged
in these questions from often overlooked positions: current students,
graduate advisors, recent postgraduates, and students now working in the
public and private sectors. Those working in non-Anglophone contexts
and/or countries of the global South are particularly encouraged to submit.

We encourage essays on such questions as the following:

- How has graduate study in the Digital Humanities been constituted? How
might it be newly imagined?
- What is the relationship between the Digital Humanities as
interdisciplinary conversation and graduate-level education in specific
disciplines?
- How should this debate respond to real or putative crises of graduate
education in the humanities?
- How do institutions and new knowledge formations outside the academy
change graduate education, in the form of certificates, post-doctoral
scholarships, or corporate sponsorship?
- How does digital humanities work at the graduate level differ across
institutional and/or international contexts? How is digital humanities
at an HBCU or a regional comprehensive school in the United States
different to that found at a liberal arts school or R1 institution? And
how is it different again to digital humanities at, for example, a
university in Lagos, Vienna, or Mexico City?
- How do individuals and institutions structure time for digital work in
relation to the requirements of an existing curriculum?
- To what extent should digital methods courses be required in
humanities graduate education?
- Learning from failure: how and for what reasons have past digital
humanities graduate programs partially or fully failed, been
discontinued, or been transformed?
- What doesnÂ’t the conversation on graduate study in the digital
humanities acknowledge? What would that acknowledgement bring to the
conversation?
- What is the relationship between undergraduate preparation and
graduate-level work?
- How can or does digital humanities research undertaken at a community
college, an international humanities center, or as an undergraduate at a
four-year institution contribute to the work that is done in graduate
programs?
- What are some of the less-visible pathways into and out of digital
humanities education? How might we make those paths more visible?
- How well do digital humanities centers and humanities centers promote
digital graduate work in the humanities?
- How does undergraduate training link up to graduate programs? How do
minors and certificates imagine possible graduate work in the digital
humanities?
- What is the role of the library in digital training in the humanities?
- How should graduate students manage the competing demands of
field-specific and digital coursework? How have they successfully done so?
- How can advisors support graduate students interested in public
humanities, alt-ac, or post-ac positions in the public and private sectors?
- How do we confront the inequalities in and between institutions?
- How can this debate be positioned in relation to ongoing struggles
over the corporatization of the university? How do we address the
perception that digital humanities graduate education implies or
furthers that corporatization?
- How do the answers to these questions change in different national and
transnational contexts? What necessary translations and contexts need to
be taken into account when generalizing arguments about graduate study?

We are open to various forms of writing, and will entertain proposals
for long form articles (6000-8000 words), short position papers
(1000-2500 words), and revised essays expanded from blog posts. Please
indicate what planned length your contribution will be.

Timeline

CFP: Feb 15 2020
Abstract Due: April 1
Accepted Abstracts: April 15
Essay Submission Deadline: July 15
Peer-to-Peer Review: July 23 - August 15
Editor's Review of Peer Review/Summary Letter: Sept 15
Revision Due: November 15

Submissions

Please send 500-word abstracts to Simon Appleford,
simonappleford@creighton.edu, with "Digital Futures 
of Graduate Study" in the subject line.


---
Anouk Lang
Senior Lecturer in Digital Humanities, University of Edinburgh
School of Literatures, Languages and Cultures
50 George Square, 2.36, Edinburgh EH8 9LH
anouk.lang@ed.ac.uk  | @a_e_lang |
aelang.github.io



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