ABSTRACT
Introducing his edited collection on digital humanities (DH) pedagogy, Brett Hirsch articulates key questions such as “Do we teach digital humanities? Do we profess it? Do we profess to teach it? Or, do we teach (courses like computer-assisted text analysis and others surveyed in this collection and beyond) so that we might profess (our scholarly understanding of the digital humanities as the intersection of humanities and computing)?” (Hirsch 2012: 17). Taking these questions, this chapter aims to think through the key issues that are relevant to the DH pedagogical programmes in Indian academia. It will focus on the first-hand experience of conducting DH research on the colonial history of Kolkata through two separate digital archives on colonial cemeteries, where each project involved teams of students from multiple universities. It will also use examples of DH courses taught at both undergraduate and postgraduate levels to comment on the potential of DH pedagogy.
