A copy of my CV is available here: Download Roopika Risam’s CV
Recent Articles and Chapters
“Torrents of Tweets: Teaching the Ibis Trilogy with Digital Humanities.” Approaches to Teaching the Works of Amitav Ghosh. Eds. Gaurav Desai and John C. Hawley. NY: Modern Language Association. (forthcoming)
“Postcolonial Studies in the Digital Age: An Introduction.” The Bloomsbury Introduction to Postcolonial Writing: New Contexts, New Narratives, New Debates. Ed. Jenni Ramone. London: Bloomsbury. (forthcoming 2017)
“Other Worlds, Other DHs.” Digital Scholarship in the Humanities. (forthcoming 2017)
“Decolonizing the Digital Humanities.” Routledge Companion to New Media and Digital Humanities. Ed. Jentery Sayers. NY: Routledge. (forthcoming 2017)
“Breaking and Building: The Case of Postcolonial Digital Humanities.” The Postcolonial World. Eds. Jyotsna G. Singh and David D. Kim. NY: Routledge, 2017. 345-362.
“Diasporizing the Digital Humanities: Displacing the Center and Periphery.” International Journal of E-Politics 7.3 (2016): 65-78.
“Navigating the Global Digital Humanities: Insights from Black Feminism.” Debates in Digital Humanities 2016. Eds. Matthew K. Gold and Lauren F. Klein. Minneapolis: University of Minnesota Press, 2016. 359-367.
Editor, “Gender, Globalization, and the Digital Humanities,” special issue of Ada: A Journal of Gender, New Media, and Technology 8 (2015).
“Revising History and Re-authouring the Left in the Postcolonial Digital Archive.” Left History 18.2 (Fall/Winter 2015): 35-46.
“South Asian Digital Humanities: An Overview.” South Asian Review 36.3 (2015): 161-175.
“Beyond the Margins: Intersectionality and the Digital Humanities.” Digital Humanities Quarterly 9.2 (2015).
“Toxic Femininity 4.0.” First Monday 20.4 (2015).
“Rethinking Peer Review in the Age of Digital Humanities.” Ada: A Journal of Gender, New Media, and Technology 1.4 (2014).
Social Justice and the Digital Humanities originated in the #HILT2015 course “De/Post/Colonial Digital Humanities,” which I co-taught with micha cárdenas. Designed in the class, the site is an invitation to the digital humanities community to participate in a conversation about best practices for social justice-minded digital humanities projects. The site is also envisioned as a resource for social justice and the digital humanities, with an ever-growing list of readings and projects, as well as a directory of scholars whose work engages with these concerns.
The Postcolonial Digital Humanities website provides space on the web for global explorations of race, class, gender, sexuality, and disability within cultures of technology. We invite submissions, comments, and questions.
The Rewriting Wikipedia Project is an initiative to add new material on people of color around the world to Wikipedia. In addition to editing Wikipedia, the project organizes virtual write-ins and compiling resources for using the Rewriting Wikipedia Project in the classroom.
Working with Emory University faculty and staff, I was part of the team that updated and revamped Professor Deepika Bahri’s original Introduction to Postcolonial Studies web resource from the mid-1990s.
My first, small venture into digital scholarship appeared on the In Media Res site, a MediaCommons project dedicated to exploring collaborative multimedia scholarship.
Work in Progress
I am currently finishing my monograph Postcolonial Digital Humanities, which is under contract with Northwestern UP, and working on manuscript that revisits global dimensions of W.E.B. Du Bois’s work through digital humanities methods and renewed attention to his literary writing.
I am also in the initial stages of two projects:
1) A Cultural Atlas of Global Blackness, an interactive database and digital map that traces representations of blackness across temporality and geography. Through funding from the School of Graduate Studies at Salem State University, graduate research assistant Shakira Cruz is collaborating with me on the project.
2) A seed-grant funded study “Digital Humanities and the Common Core: Teacher Attitudes and Awareness,” which uses survey data, focus groups, and training workshops to assess the opportunities and barriers that digital humanities pose for high school humanities teachers.