Due Before Class:

• If possible, register with Scalar. When you are registered, I can add you to the project.
• The author page I'd like you to create by the next class is fairly easy: once you are in our Scalar project, you will automatically have a Bio page. Just add your name to it and as we go through the semester, link all your contributions there.
• For the weekly reflection, focus on one aspect of the reading an think how you can create an open access resources (basically a digital resource not behind a paywall - the "projects to browse" section of our reading can give you ideas), lesson plan, or ideas for further research. If you have access to Scalar, start a new page and paste your response there. Then link it to your author page.

Everyone Watch

• Stream on Criterion Channel:
  • Login Info: User: emnkugler@gmail.com PW: ENGL283
  • This is about 2 hours long.
• If you cannot access it there, then use this DropBox link:https://www.dropbox.com/s/3y6nhidolwn6x0c/DAUGHTERS_OF_THE_DUST.m4v?dl=0
  • If you are streaming it through DropBox, sometimes it stops early because of the internet connection. You can download this file to a computer and watch it.

Projects to Browse:

• Fry. "The Preservation of Favoured Traces." Fathom (Here are some of his other projects)
• Ibid. Fakebook. Fanthom.
• Early English Ballads Archive
• Early Caribbean Digital Archive
• Dawnland Voices: Journal and Book
• Occum Circle Project
• UC-HBCU Initiative
• Documenting the American South: DocSouth Collections
• Digital Transgender Archive
• Thompson. Baldwin's Paris      
• Cordell. The Viral Texts Project: Mapping Networks of Reprinting in 19th-Century Newspapers and Magazines
• Delmont. BlackQuitodian: Everyday History in African-American Newspapers
• Grandjean. Network Visualizations: Mapping Shakespeare's Tragedies·     
• Koh. Digitizing "Chinese Englishmen"

Choose 4 of the following short articles/essays to read

• Teaching and Creating in DH
  • Bailey, “#transform(ing)DH Writing and Research: An Autoethnography of Digital Humanities and Feminist Ethics”
  • Earhart. "Can Information Be Unfettered? Race and the New Digital Humanities Canon"
  • Earhart and Taylor. “Pedagogies of Race: Digital Humanities in the Age of Ferguson.” 
• Classics, Medieval, and Early Modern Race
  • Hendricks, “Coloring the Past, Rewriting Our Future: RaceB4Race”
  • Smith, “Introduction,” “Imperialism, History, Writing and Theory,”
  • Swaminathan. A Reflection on Teaching, Multiculturalism, and Access
• Social Media
  • FemTechNet, “Research Ethics for Social Media In the Classroom” and “Power and Control Wheel and Respect Wheel for Online Engagement” ·
  • Ibid. “Understanding Social Media Violence.”
  • Nakamura. “The Unwanted Labour of Social Media: Women of Color Call-Out Culture as Venture Community Management,”
  • Losh. Hacktivism and the Humanities: Programming Protest in the Era of the Digital University
  • Losh. "Rapid Response. DIY Curricula from FemTechNet to Crowd-Sourced Syllabi" Applied Media Studies: An Edited Collection
  • Parham. “Hashtag” MLA Commons
  • Xiong, Cho, and Boatwright. “Hashtag activism and message frames among social movement organizations: Semantic network analysis and thematic analysis of Twitter during the #MeToo movement”
  • Ferretti. Beyoncé’s “Lemonade” and Information Resources. Decker Library. Maryland Institute of College of Art. (2016)

Additional Resources (obviously, optional)

• Sea Islands
  • Gullah Heritage Trail Tours [Learn section is useful]
  • Gullah Geechee Cultural Heritage Corridor Commission
  • “Gullah Geechee Cultural Heritage Corridor” National Park Service.
• Relatively Recent Attention to Dash's Film
  • Phillips. “Beyoncé vs. Daughters of the Dust: How and American Indie Classic Inspired Lemonade.” British Film Institute. (13 November 2017).
  • Interviews with Julie Dash after Lemonade:
    • Martin All Things Considered (20 November 2016)
    • Desta. Vanity Fair. (22 August 2016)
  • Benbow. #LemonadeSyllabus: A Collection of Works Celebrating Black Womanhood. Issuu. (29 April 2016)
  • #blkwomensyllabus. Twitter.
• On Canon, especially in British Literature
  • Black. "Reconstructing the Canon." Harvard Political Review (25 April 2018)
  • Waldman. "The Canon is Sexist, Racist, Colonialist, and Totally Gross. Yes, You Have to Read it Anyway." Slate (24 May 2016).
  • Shukla. "Adichie, Kureishi, Hurston: What authors should be in the decolonized canon?" The Guardian (24 October 2017).
  • Olufemi. "Postcolonial Writing is Not an Afterthought; it is British Literature" Varsity (21 June 2017)
• Classicism and White Supremacy
  • Mackrandial. “The Aesthetics of Empire: Neoclassical Art and White Supremacy”
  • Bond. “Whitewashing Ancient Statues: Whiteness, Racism and Color in the Ancient World”
    • Bond. “Why We Need to Start Seeing the Classical World in Color”
    • Flaherty. “Threats for What She Didn’t Say.
  • Video: Prof. Shelley Halley.” What’s Critical Race Feminist LIke Me Doing in a Field Like This?!”
  • McCoskey. “Bad to the Bone. The Racist Application of DNA Science to Classical Antiquity”
• Roche. “Articulating language oppression: Colonialism, coloniality and the erasure of Tibet’s Minority languages”