PART II | Chapter 9
In Service of Pedagogy
A Colony in Crisis and the Digital Humanities Center
Kelsey Corlett-Rivera, Nathan H. Dize, Abby R. Broughton, and Brittany de Gail
And fortunately too, a digital humanities center is not the digital humanities. The digital humanities—or I should say, digital humanists—are much more diverse, much more dispersed, and stunningly resourceful to boot.
So if you’re interested in the transformative power of technology upon your teaching and research, don’t sit around waiting for a digital humanities center to pop up on your campus or make you a primary investigator on a grant.
Act as if there’s no such thing as a digital humanities center.
Instead, create your own network of possible collaborators. Don’t hope for or rely upon institutional support or recognition. To survive and thrive, digital humanists must be agile, mobile, insurgent. Decentralized and nonhierarchical.
Stop forming committees and begin creating coalitions. Seek affinities over affiliations, networks over institutes.1
Mark Sample shared these insights in 2010, when he was writing “On the Death of the Digital Humanities Center.” In 2020 we found that his advice still held true. In creating and building our small digital humanities (DH) project A Colony in Crisis (CIC), we focused on pedagogical goals, primarily undergraduate classroom use of digitized primary sources. While groundwork was laid through the 2013 DH Incubator, our project was not selected for a fellowship and so we did not rely heavily on the University of Maryland’s MITH-centered DH infrastructure, which primarily supports large-scale, research-driven initiatives.2 The Maryland Institute for Technology in the Humanities (MITH) and similar centers have avoided providing support as a service and instead have focused on inclusion in grants as equal participants, which has significantly raised their standing as research centers over time.3 Rather than participating primarily in “Big DH” instead of smaller projects (to avoid being pigeonholed as a service center), we find that large DH centers should both lead large-scale, grant-funded projects and support small, low-tech iterative projects. On the other hand, DH practitioners should both apply for large grants in collaboration with centers and try out new ideas with low-budget efforts requiring minimal computing resources and staffing. In this way, big research-focused DH centers can support small-scale, pedagogy-focused DH projects, and vice versa, in a model similar to that of Broadway/off-Broadway productions.4
In 2014, French studies librarian Kelsey Corlett-Rivera and French studies graduate students Nathan H. Dize and Abby R. Broughton began work on A Colony in Crisis: The Saint-Domingue Grain Crisis of 1789, a translated online primary source reader of colonial Saint-Domingue (Haiti). A Colony in Crisis was developed as a pedagogical tool, facilitating classroom use of historical documents written in French by translating and curating excerpts.5 The project team never aspired to create a comprehensive online archive but rather a manageable pedagogical tool for historians, teachers, and students. The first issue of translations focused on the grain crisis of 1789, presenting official documents detailing correspondence between deputies living in Saint-Domingue and the mainland officials in France. The project’s Board of Advisors, a group of scholars specializing in Haitian and colonial French history, Haitian anthropology, and French literary studies, reviewed all translations before the site launched on September 17, 2014, about five months after initial planning conversations.
Since that time, the site has been viewed over 50,000 times, and we have added two more sets of translations, including issue 3.0, which highlights documents pertaining to the lives of the enslaved and the conditions that they faced during this prerevolutionary period. French undergraduate students contributed background notes for the site, and most recently, students at Montclair State University added Haitian Creole translations of key pamphlets and corresponding audio recordings, a feature that opens up our content to a whole new audience and really returns it to its rightful owners.
As with many Big DH projects, our Little DH project resulted in several traditional publications (peer-reviewed journal articles, conference presentations, and book chapters), which helped us identify our primary audience: the broader Caribbean studies and DH communities.6
Many factors have contributed to the success achieved by A Colony in Crisis, most of which derive from the project’s small scale as well as its institutional and financial independence. There are, of course, disadvantages to this approach, and we further explore both the positives and negatives in this chapter.
On Broadway: Big DH
In his 2012 state-of-the-field survey, “The Function of Digital Humanities Centers at the Present Time,” Neil Fraistat highlighted the importance of DH centers as “crosswalks between cyberinfrastructure and users” where both the professoriate and graduate students are able to pass from traditional research avenues to digital boulevards paved with computational methods, encoding practices, and tools to transform their traditional research methods into digital.7 Fraistat’s vision privileges the DH center as the hub for digital research methods on university campuses around the globe. Yet, some uncertainty surrounds these centers: are they service centers? research centers? Is the DH center capable of functioning as a crosswalk, or is it a turnpike requiring entrants to buy into their specific research practices and workflows in order to participate? Do these centers create environments wherein nonfaculty members of the university community, such as students, information technologists, librarians, and contingent workers, can get credit for interacting, teaching, contributing, and producing knowledge?
Back in 2012, the institution of MITH could seem impervious, especially to graduate and undergraduate students in departments not affiliated with MITH. In general, its scope appeared clearly defined and thus somewhat inaccessible for projects outside of its current research agenda. Prior to the creation of the Digital Studies in the Arts and Humanities Certificate (DSAH) and the Mellon-funded African American History, Culture and Digital Humanities initiative (AADHum), it was difficult for graduate students not affiliated with either the libraries or the English department to receive training in digital research methods and practice.8 This, coupled with fixed degree requirements for graduate students, made pursuing DH training opportunities or projects seem unimaginable. The DH Incubator did aim to support librarians who were not directly involved in Center research, but in 2014 the DH infrastructure provided by MITH and the libraries allowed for only limited synergy and coworking across the university and the numerous colleges therein.9 From the outside looking in, projects without tenured faculty members, nationally competitive research grants, and elaborate web interfaces constituted a minority in the broad scope of MITH’s institutional history.
As less DH attention has been directed to marginalized groups, scholars have found that support for projects focusing on underserved regions is less readily available.10 When the project team began working on A Colony in Crisis, MITH had sponsored or supported numerous digital archives, text mining projects, databases, and large-scale projects like the Shelley-Godwin Archive and Walt Whitman’s Annotations.11 At that time, small-scale projects rarely figured into MITH’s research agenda, and even by 2014 very few projects, with notable exceptions, featured content from noncanonical literary or historical corpora.12 More and more, DH tools and praxes are moving away from a solely institutional or hierarchical approach, as seen with the Black Code studies movement, which focuses on black culture and thought in digital spaces and “rejects formulations of Black Studies that tie intellectual production only to institutional structures or the digital humanities only to grant-seeking projects with university affiliations.”13
Off Broadway: Little DH
A Colony in Crisis was created without relying heavily on the MITH-centered DH infrastructure at the University of Maryland.14 This afforded a degree of flexibility that allowed the project team to conduct its own research, structure the project, and determine its own set of goals independent of expectations set forth by large sponsors. Benefits included the following:
Low Cost but Not Low Value
While our project has always been run on a small budget, it has not been done cheaply. Corlett-Rivera has a project management background and benefited greatly from the project development training offered in 2013 at the Digital Humanities Winter Institute (now Humanities Intensive Learning and Teaching [HILT]). Her experience ensured that we took a highly professional approach to the project. We documented in-kind and paid working hours, implemented a level of separation between the graduate student translators and the board of advisors to allow for nearly blind review, sent monthly reports to stakeholders, and developed a communication plan, among other approaches that are common to larger-scale projects. The site was also rigorously tested through guerilla usability trials, as instructed in HILT’s Crowdsourcing Cultural Heritage training course in 2014.
The project team also prioritized recognizing the contributions of all collaborators. The four authors have dedicated many hours of their lives to A Colony in Crisis; in the case of Dize and Broughton, the majority of those hours unpaid. That said, their names, biographies, and photos have been featured on the Colony in Crisis site since the moment it went live, and they have worked on all related publications as coauthors.15 The site also features acknowledgments for the many others who contributed to the project, and a special section that recognizes the service contributions of our Board of Advisors.16 Apart from the Board, which has grown to fifteen total scholars over the six-year lifespan of the project, A Colony in Crisis currently has only four project team members.17 Brittany de Gail, a former UMD libraries staff member, joined the team in 2016, and our low-tech, iterative approach has reduced the need for a large staff. After the first issue of translations, the graduate-student authors began working on the site without compensation, viewing their contributions as integral parts of their professional scholarship and thereby further reducing funding requirements.18
Recognizing contributions to the project has especially benefited the authors. The project parlays into meaningful professional experience for Broughton and Dize, who are both instructors of French seeking tenure-track appointments. The publishing experience and the pedagogical focus of the project have already significantly impacted their work and will serve them well on the competitive job market. Dize, a scholar of Haitian literature and history, was introduced to his professional community when the project provided access by way of DH rather than through more traditional connections (such as a dissertation advisor). For Corlett-Rivera and de Gail, A Colony in Crisis has led to diverse publication and project management experience that has strengthened Corlett-Rivera’s successful application for tenure and will continue to serve de Gail’s professional portfolio in her postbac career pursuits.
Shorter Timeline
MITH is firmly ensconced in the big-R research enterprise at the University of Maryland and typically participates in large, grant-funded projects, in which an idea is generated, a grant is awarded twelve to eighteen months later, and work commences. Although the large-scale DH projects that feature prominently in MITH’s research agenda could not succeed following our low-tech, iterative approach, we argue that this approach, is, in fact, better for Little DH projects like ours, which allow for a fast prototype that can later be scaled up. In the same amount of time that it would have taken a faculty member collaborating with MITH to even submit an application for funding, A Colony in Crisis had already gone live. As most National Endowment for the Humanities (NEH) grants typically notify applicants six to twelve months after submission, project work on a traditionally run DH project likely would have started as we were preparing our second issue of translations for the Colony in Crisis site.19 By moving quickly, we were able to spend time identifying our primary audience and marketing the site, but we did not miss opportunities like the founding of the caribbean digital conference and the journal sx archipelago as well as the opportunity to counter the early-2018 surge in Haiti-focused press brought about by President Donald Trump’s racist remarks about Haitian immigrants.20
While uptake was not immediate, within a year our translated pamphlets were being used in the French-language classroom, by which point in time a larger project likely would not have even been notified about grant funding.21 Both during initial project stages and as the project expanded we have prioritized project work, and more recently scholarship documenting our experiences, over identifying and applying for large grants.22 The time required to apply for such grants is significant and is more difficult to justify when the majority of the project team is working on an unpaid basis. More and more projects like ours have received funding in recent rounds of grant awards.23 Had we begun the project in 2017, we might have started with a grant application given these awards and MITH’s expansion into UMD’s curriculum and the AADHum project. That said, the success rates for NEH grant applications remain very low, averaging 16 percent.24 Also, as Miriam Posner notes, an NEH grant does not necessarily provide more long-term project security than we have through our Little DH approach.25
Rather than restricting project growth, the iterative approach focusing on pedagogy allowed the team to enhance the project in stages, honing the scope of the content and affording other scholars ways to get involved with the pedagogical goals of the site.
Minimal Computing
Major developments in digital scholarship such as the Minimal Computing movement argue for “architectures of necessity” that reduce the technological learning curve and encourage the participation of new users.26 Principles such as “ease of use, ease of creation, increased access and reductions in computing—and by extension, electricity” can guide a project’s selection of technology.27 We asked, “What do we need?” and concluded that the answer was something inexpensive, without intensive development requirements, that was flexible and could be updated quickly, that allowed for some level of linked subject categorization, and that could be used on a mobile device with low bandwidth to facilitate use in Haiti, where these documents originated.28 A WordPress blog, which was then supported by UMD’s central division of IT, could fulfill those needs to an acceptable level. Drupal would have been more appropriate had we needed to involve more content authors or include more advanced code. A full-fledged Omeka site, while very attractive and certainly in vogue when we were developing the project, would not have provided sufficient return on investment. We would have either spent significant time learning the software or significant money on developers, and it would have likely been difficult to access on a mobile device.
The flexibility inherent in a self-managed, low-tech site also facilitated the rapid content growth. While we had always imagined ways to add translations to the site, when we were ready to go live with Issue 2.0, a number of adjustments had to be made to the original structure to allow for the new content. No change requests were submitted and no developers contacted; instead, the site designer identified several hours when traffic was expected to be low and made the necessary changes during those hours. While low-tech may also signify a lack of robust archiving and data management, we mitigated that risk by participating in the UMD Libraries’ nascent digital publishing program. We signed an agreement, without relinquishing any of our author rights, that states that the UMD Libraries will, among other things,
- make the contents of the e-publication available free of charge via the Internet or any subsequent technology . . .
- strive, in the absence of unforeseen technical difficulties and routine maintenance, to provide 24/7 access . . .
- digitally archive all e-publication content produced under this agreement . . .29
This agreement provides peace of mind that our project will be preserved as technology advances and the team moves forward with their careers at separate institutions.
Pedagogy, or Another Way to Do DH
While some scholars may indeed find A Colony in Crisis independently, one crucial step toward establishing our user base relies on pedagogical interventions in the undergraduate classroom. Working directly with instructors and students presents teaching opportunities that have the potential to be personalized and intimately monitored.
A Colony in Crisis’s first teaching intervention came together in the fall of 2015.30 Dr. Sarah Benharrech, then an assistant professor of French at the University of Maryland and a member of the Colony in Crisis Board of Advisors, was slated to teach an upper-level French course titled Rebellions, Riots and Revolutions. Since Corlett-Rivera and Dize were both on campus, they were available to help students navigate the site and understand the documents. The students’ advanced reading level in French allowed them not only to use the translated documents but also to explore the digitized originals. Students were tasked with creating background notes on figures that they found in the documents, such as individual colonial deputies, groups of people, or significant geographic locations. The students were aware that the notes would be used on the site, highlighted in the main navigation bar as an equal component of the project. Using both the French original documents and the team’s translations and references, the students paired up to submit notes of approximately two hundred words, written in both French and English. Dr. Benharrech graded their work and transmitted student submissions to the Colony in Crisis team, with the French grammar edited for clarity. However, adding the notes to the site was not as streamlined as the team originally anticipated. Independent of the students, the team was tasked with reworking the notes into content appropriate for the site and pursuing citations of questionable scholarship in order to maintain the site’s level of quality meant for students and professional scholars alike.
Independent study is an alternative model to classroom instruction in a traditional course. In January 2016, Dr. Laurence Jay-Rayon Ibrahim Aibo, then director of Montclair State University’s Center for Translation and Interpreting, and A. J. Kelton, director of the university’s Center for the Digital Humanities, proposed a joint translation project with A Colony in Crisis. Remarking that the site centered on colonial Saint-Domingue yet did not speak directly to Haitian people, Dr. Jay-Rayon sought to initiate the translation of the documents into Haitian Creole by her translation students. Two MSU students, Daphney Vastey and Pierre Malbranche, worked on translating documents from issue 1.0 into Creole, receiving university credit for their work as part of an independent study with Dr. Jay-Rayon. In April 2017, with the CIC team virtually present over video conference, the students presented their work on the translations in the MSU Center for the Digital Humanities, speaking to both the work’s impact on their scholarship and its link to their personal relationship with Haitian Creole. CIC’s reach is unquestionably bolstered by their contributions, through six Creole translations available on the site, three of which are accompanied by audio versions. Dr. Jay-Rayon Ibrahim Aibo has tirelessly pursued further grant funding to compensate additional translation and recording work. Corlett-Rivera, Dize, Jay-Rayon Ibrahim Aibo, and Vastey shared their experiences at the 2018 AADHum conference through a panel presentation titled “Decolonizing Colonial Documents: Translating a Colony in Crisis into Kreyòl.”
Challenges
Naturally, Little DH does have its disadvantages. While our small team means we can move quickly without obtaining sponsor approval or submitting lengthy reports, there are fewer hands to do the work. Project work ceases if a team member spends a year abroad or takes family leave. We do not have backups. Our short timeline has also impacted our ability to plan work far into the future, as in the case of the student-generated background notes. We did not incorporate a feedback loop to students, as many had left the university by the time the project team began reviewing the completed notes.
While our basic WordPress site helps us follow minimal computing tenets, its limited options for customization impacts site design and functionality. Since A Colony in Crisis functions as a hosted Wordpress.com website rather than as a locally hosted Wordpress.org website, we have not been able to implement ideas that would require the use of JavaScript or plugins developed for Wordpress.org, such as a visual timeline marking relevant historical events. Additionally, by loading the digitized source documents into Wikisource, we made it possible to crowdsource correction of the OCRed text but have not had the bandwidth to market that part of the project or to consider the type of research that TEI-encoded full text transcriptions would allow.
Collaborations such as the MSU partnership and our focus on pedagogy reinforce the multiplicity of A Colony in Crisis’s goals and buttress dialogues for various avenues for compensation, whether financial, academic, or personal. Our team works without funding in order to promote productive scholarship that we see as integral to the field of Caribbean studies and to our professional portfolios. A Colony in Crisis is no simple “labor of love,” but rather a conscientious addition of scholarship to the academic community. Digital humanities projects as pedagogy, rather than as exclusively research-oriented projects, allow the DH center to confront institutional productivity mandates. By creating a space for pedagogy to grow, the DH center will be better able to adapt to a dynamic digital research agenda while training faculty and graduate students.
By starting our project off Broadway (or perhaps even off off Broadway), we had the flexibility and independence to move quickly and focus on a little-known episode from an underserved region. In his explanation of the Broadway structure, Robert Viagas explains, “Off-off-Broadway theatres also can be located anywhere in the city. Because of their tiny size, most charge little for tickets and pay actors and others very little, as well. However, because so little is invested, off off Broadway tends to be a hothouse of experimentation. Because so much of the work is specialized and has a limited audience, the small size of off-off-Broadway theaters is perfect.”31 The metaphor of the off-off-Broadway theater is perhaps the best way to describe the genesis of A Colony in Crisis.
MITH, in its position “on Broadway,” inspired our experimentation on the Colony in Crisis project. Our next steps may lead us up to Broadway and MITH, or we may cease to be “profitable” and consequently close.32 Unbeholden to any one DH center or funder, we are able to keep our project an evolving work in progress, with the Digital Publishing Agreement in place to ensure access and preservation should progress stop. Regardless of the final outcome, we should still be working to expand our networks, following Mark Sample’s advice to “act as if there’s no such thing as a digital humanities center.”33
Notes
Examples of Digital Humanities networks that transcend institutional boundaries are abundant. Participants at the Caribbean Digital conferences as well as the Colored Conventions Project have been crucial for the development of A Colony in Crisis as a community network and for the coauthors as scholars. Communities have not only hosted conferences but have created forums and venues to showcase new DH scholarship such as Sx Archipelagos (http://smallaxe.net/sxarchipelagos/); the fall 2017 issue (47, no. 3) of The Black Scholar on Black Code studies (“Introduction: Wild Seed in the Machine,” edited by Jessica Marie Johnson and Mark Anthony Neal); and even community-generated lists such as Black Digital Humanities Projects & Resources, https://docs.google.com/document/d/1rZwucjyAAR7QiEZl238_hhRPXo5-UKXt2_KCrwPZkiQ/edit?usp=sharing, which originated at the Digital Humanities 2017 Conference in Montreal, Canada. Additionally, within the field of Caribbean DH, the Digital Library of the Caribbean has served as a veritable buoy for extra-university DH networks, fostering linkages between scholars, community members, and institutions.
Muñoz, “Digital Humanities in the Library.”
Muñoz, “Digital Humanities in the Library.”
Our experience doing Little DH on a campus with Big DH infrastructure likely differs from DH initiatives at smaller institutions, such as those described by Marisa Parham at the 2018 MLA Conference in New York City (https://mla.confex.com/mla/2018/meetingapp.cgi/Session/1635) and by Risam, Snow, and Edwards at Salem State University (“Building an Ethical Digital Humanities Community”). Affordances such as MITH’s DH Incubator and the University of Maryland (UMD) Libraries’ Digital Publishing Program provided Broadway-like underpinnings to our off-Broadway operation.
Dize et al., “Intervening in French.”
Examples of Big DH projects include Aljoe et al., “Obeah and the Early Caribbean Digital Archive.” Roopika Risam and Susan Edwards presented on Micro DH at Digital Humanities 2017 (“Micro DH: Digital Humanities”), sharing their work to meaningfully (and ethically) involve undergraduates in Digital Humanities projects at Salem State University. Other DH projects focusing on colonial Caribbean history include the Early Caribbean Digital Archive (ECDA), which began working to create a radical digital archive of early Caribbean history in 2011 (ECDA, “About”). Although focusing on a similar time period and region as A Colony in Crisis, ECDA is an example of a larger-scale DH project that requires more institutional and financial support; Northeastern University’s NULab for Texts, Maps, and Networks houses the project, and partners include the Digital Library of the Caribbean (DLoC). The ECDA project has received numerous distinctions for their work and project vision (Wooldridge et al., “DLoC Awards,” 12) from institutions such as DLoC and the Association for Caribbean University, Research and Institutional Libraries (ACURIL) (ECDA, “News”). For more on best practices, labor, and digital publishing in the Caribbean realm, see Josephs, “Handling with Care,” and Agostinho, “Archival Encounters.”
Fraistat, “Function of Digital Humanities Centers,” 281.
The centrality of English departments in DH infrastructure is a foundational matter that continues to be unraveled (Kirschenbaum, “What Is Digital Humanities?”). It is also worth noting that since 2006, the MITH Digital Dialogues series has supported 241 individual DH presentations by scholars from various fields of inquiry, with and without PhD credentials.
Muñoz, “Digital Humanities in the Library.”
Boyles, “Counting the Costs”; McPherson, “Why Are the Digital Humanities So White?”; and Martin and Runyon, “Digital Humanities, Digital Hegemony.”
Maryland Institute for Technology in the Humanities, “Research.”
Two excellent exceptions are the Our Americas Partnership and the Soweto ’76 A Living Digital Archive. Both of these projects focus on non-European (or coded white) geographical locations, literary corpora, and histories.
Johnson and Neal, “Introduction,” 1–2. Along with Johnson and Neal’s Introduction, for more on digital tools and praxis as it relates to the study of slavery, blackness, the archive, and feminist practice, see Melissa Dinsman and Jessica Marie Johnson, “The Digital in the Humanities: An Interview with Jessica Marie Johnson,” Los Angeles Review of Books, July 23, 2016, https://lareviewofbooks.org/article/digital-humanities-interview-jessica-marie-johnson/.
For further details regarding the development of Colony in Crisis, see Kelsey Corlett-Rivera, “Subject Librarian as Coauthor: A Case Study with Recommendations,” College & Undergraduate Libraries 24, nos. 2–4 (2017): 189–202, https://doi.org/10.1080/10691316.2017.1326191
Authors, Colony in Crisis.
Project, Colony in Crisis; and Board of Advisors, Colony in Crisis.
Authors, Colony in Crisis.
Huet et al., “Roundtable”; Broughton, Corlett-Rivera, and Dize, “Lessons from A Colony in Crisis.”
National Endowment for the Humanities, “Grants.”
Campaigns by Haitian digital communities such as H-Net Haiti (https://networks.h-net.org/node/116721/discussions/1252301/official-statement-hsa-board-us-based-haitian-studies-association) began aggregating related news stories, placing Trump’s comments in broader historical context vis-à-vis anti-Haitian U.S. imperialism and immigration policies.
Broughton, Corlett-Rivera, and Dize, “Lessons from A Colony in Crisis.”
Byrd and Dize, “Black Lives in a Colony in Crisis.”
National Endowment for the Humanities, “National Endowment for the Humanities Grant Awards and Offers”; and British Library, “EAP1024: Beyond the Revolution.”
National Endowment for the Humanities, “NEH’s Application Review Process.”
Posner, “Money and Time.”
Gil, “The User.”
Gil, “The User.”
Gil, “The User.”
University of Maryland Libraries, Digital Publishing Agreement.
Broughton, Corlett-Rivera, and Dize, “(De)Constructing Boundaries.”
Viagas, “How to Tell.”
Viagas, “How to Tell.”
Sample, “On the Death of the Digital Humanities Center.”
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