Digital humanities provide an opportunity for collaborators to connect with various people, disciplines, and resources to produce and share knowledge. It also allows creators and users to navigate research and scholarship through partnerships and online engagement. This article features an undergraduate digital humanities course taught in spring 2018 titled “Haitian Studies and Culture” at the University of Florida. In this course, students considered ways of speaking, writing, researching, and representing Haiti, while engaging in critical discussions related to issues and questions of access, authorship, interpretation, and representation. This essay serves as a reflection statement by highlighting how the author explored critical and social justice pedagogies and Black feminist theory to teach digital scholarship on Haitian Studies. This article argues that these approaches enrich teaching practices and student learning and offer a lens to address decolonization, deepen our social consciousness, and contribute to public scholarship.
Felima, C. A. (2022). Teaching Haitian Studies and Caribbean Digital Humanities: A Rasanblaj of Critical Pedagogical Approaches and Black Feminist Theory in the Classroom. Taboo: The Journal of Culture and Education, 21 (1). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol21/iss1/3