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Author: Risam, R.

New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy

Author(s):	Risam, R.
Date:	2019
Publication:	Northwestern University Press
Citation:	Risam, R. (2019). New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy. Northwestern University Press, https://nupress.northwestern.edu/9780810138858/new-digital-worlds/

Section on webpage:	Critical Data Justice Literature
Tenets:	Presenting knowledge as constructed. Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning.
Annotation:	This work explores the relationship between digital humanities and post colonial studies, examining their respecitve histories and showing how they can interact to provide richer knowledge production. It posits that postcolonial digital humanities can be one way of remedying the inequalities that are part of digital knowledge production.

February 11, 2026

Data Fail: Teaching Data Literacy with African Diaspora Digital Humanities

Author(s):	Mahoney, J. Risam, R. & Nassereddine, H.
Date:	2020
Publication:	The Journal of Interactive Technology & Pedagogy
Citation:	Mahoney, J., Risam, R., & Nassereddine, H. (2020). Data Fail: Teaching Data Literacy with African Diaspora Digital Humanities. The Journal of Interactive Technology & Pedagogy, 18. https://jitp.commons.gc.cuny.edu/data-fail-teaching-data-literacy-with-african-diaspora-digital-humanities/

Section on webpage:	Critical Data Justice Literature
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	(Abstract) This essay examines the authors’ experiences working collaboratively on Power Players of Pan-Africanism, a data curation and data visualization project undertaken as a directed study with undergraduate students at Salem State University. It argues that data-driven approaches to African diaspora digital humanities, while beset by challenges, promote both data literacy and an equity lens for evaluating data. Addressing the difficulties of undertaking African diaspora digital humanities scholarship, the authors discuss their research process, which focused on using archival and secondary sources to create a data set and designing data visualizations. They emphasize challenges of doing this work: from gaps and omissions in the archives of the Pan-Africanism social movement to the importance of situated data to the realization that the original premises of the project were flawed and required pivoting to ask new questions of the data. From the trials and tribulations—or data fails—they encountered, the authors assess the value of the project for promoting data literacy and equity in the cultural record in the context of high school curricula. As such, they propose that projects in African diaspora digital humanities that focus on data offer teachers the possibility of engaging reluctant students in data literacy while simultaneously encouraging students to develop an ethical lens for interpreting data beyond the classroom.

February 11, 2026

New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy

Author(s):	Risam, R.
Date:	2019
Publication:	Northwestern University Press
Citation:	Risam, R. (2019). New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy. Northwestern University Press, https://nupress.northwestern.edu/9780810138858/new-digital-worlds/

Section on webpage:	Critical Data Justice Literature
Tenets:	Presenting knowledge as constructed. Considering alternative histories and narratives. Examining how gender, intersecting with other social categories, structures our lives, learning, and knowledge production, access to resources and information. Uncovering the causes of inequality and leveraging resources toward undoing power structures. Using technology intentionally to build communities and enhance learning.
Annotation:	This work explores the relationship between digital humanities and post colonial studies, examining their respecitve histories and showing how they can interact to provide richer knowledge production. It posits that postcolonial digital humanities can be one way of remedying the inequalities that are part of digital knowledge production.

Data Fail: Teaching Data Literacy with African Diaspora Digital Humanities

Author(s):	Mahoney, J. Risam, R. & Nassereddine, H.
Date:	2020
Publication:	The Journal of Interactive Technology & Pedagogy
Citation:	Mahoney, J., Risam, R., & Nassereddine, H. (2020). Data Fail: Teaching Data Literacy with African Diaspora Digital Humanities. The Journal of Interactive Technology & Pedagogy, 18. https://jitp.commons.gc.cuny.edu/data-fail-teaching-data-literacy-with-african-diaspora-digital-humanities/

Section on webpage:	Critical Data Justice Literature
Tenets:	Using technology intentionally to build communities and enhance learning.
Annotation:	(Abstract) This essay examines the authors’ experiences working collaboratively on Power Players of Pan-Africanism, a data curation and data visualization project undertaken as a directed study with undergraduate students at Salem State University. It argues that data-driven approaches to African diaspora digital humanities, while beset by challenges, promote both data literacy and an equity lens for evaluating data. Addressing the difficulties of undertaking African diaspora digital humanities scholarship, the authors discuss their research process, which focused on using archival and secondary sources to create a data set and designing data visualizations. They emphasize challenges of doing this work: from gaps and omissions in the archives of the Pan-Africanism social movement to the importance of situated data to the realization that the original premises of the project were flawed and required pivoting to ask new questions of the data. From the trials and tribulations—or data fails—they encountered, the authors assess the value of the project for promoting data literacy and equity in the cultural record in the context of high school curricula. As such, they propose that projects in African diaspora digital humanities that focus on data offer teachers the possibility of engaging reluctant students in data literacy while simultaneously encouraging students to develop an ethical lens for interpreting data beyond the classroom.

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Cite the Guide

Howard, J., Daniel, C., Newman, L., Bond, N., and Romero-Hall, E. (eds.) “Feminist Pedagogy for Teaching Online.” (2025). https://feministsteach.org.

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You may contribute to this guide by sharing resources and tools that you have used in the past, your own assignments, or blog posts that reflect on your pedagogy. We also welcome feedback such as suggestions for improvement, reporting broken links, and/or questions about feminist pedagogy and online education, please contact us at feministpedagogyonline@gmail.com.

Creative Commons

Feminist Pedagogy for Teaching Online: Digital Guide © 2020 by Jacquelyne Thoni Howard, Clare Daniel, Liv Newman, Niya Bond, and Enilda Romero-Hall is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

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