Copyright

Brandon Walsh

Published On

2026-09-16

Language

  • English

Print Length

40 pages

THEMA

  • JNM
  • JBCT1
  • JNF
  • JP

BISAC

  • EDU015000
  • EDU001030
  • EDU040000
  • SOC052000
  • LAN009000

Keywords

  • Digital Humanities
  • Digital Pedagogy
  • Education
  • Social Justice

1. Knowable

Chapter of: Embedded Pedagogies: Digital Humanities Teaching and the Infrastructure of Change

Every institution has embedded pedagogies, those tacit structures, policies, and norms that govern the possibilities for teaching and learning. These pressures can be especially challenging to work against because the forces they exert are often invisible to the teachers and learners in their midst. Therefore, the book begins by developing a pedagogy of transparency that aims to illuminate opaque educational institutions. From an administrative standpoint, I first examine budgets as pedagogical technologies that can offer students a vehicle by which they can better understand the infrastructure of their university. Second, from a classroom perspective, I discuss DH student projects that challenge the narratives universities share with the public and that attempt to make known their difficult histories. By questioning the received knowability of our institutions in our teaching we can illuminate their effects on our work. By recognizing administrative decisions as pedagogical ones, we can recast them on grounds in which teachers might intervene.

Contributors

Brandon Walsh

(author)
Head of Student Programs in the Scholars’ Lab at University of Virginia
https://orcid.org/0000-0002-2785-3519
https://walshbr.com/

Brandon Walsh is Head of Student Programs in the Scholars’ Lab, a digital humanities and experimental research center in the University of Virginia libraries. He has published numerous pieces that build toward the ideas in this book concerning how digital humanities pedagogy can reflect and enact infrastructural change in higher education. With over two decades teaching experience in a variety of environments, he currently oversees the fellowship programs in the Scholars’ Lab. In this context, he teaches and works directly with dozens of students each year on a range of professional development, design, and digital humanities activities. His chapter in Digital Futures of Graduate Study in the Humanities entitled “The Futures of Digital Humanities Pedagogy in Times of Crisis” argues for the urgent need for educators to direct their work towards the social and political crises of the present. In addition, Walsh values working in public in order to spark conversation and share process-oriented work as evidenced by his published pieces and editorial work with The Journal of Interactive Technology and Pedagogy, Programming Historian, and the #DLFteach Digital Library Pedagogy Cookbook. He blogs regularly at walshbr.com.