Is it necessary to consider Digital Humanities on an international scale? Do certain facts or claims about the Digital Humanities only apply to the US or European educational systems? If emphasis on humanities education and research is becoming more popular in Asia, should literature professors simply move where they will be appreciated?
I was recently speaking to a good friend of mine who now works in Singapore creating curriculum for an international high school. His job is to help students be more creative, with a focus on design philosophy and fine arts projects. What struck me most about his experience was the fact that creativity, critical thinking, and aesthetics were deemed essential to the student learning experience. In many instances, the sciences seemed to take a backseat to the humanities. One question that occurred to me while talking to him was: are the Digital Humanities less promising in other countries and/or cultures?
When speaking about the digital humanities, many scholars focus solely on the US and British education systems. However, the nature of digital platforms often allows individuals to work on global levels, giving new meaning to terms like “connectivity” and “network.” My question is: when discussing the digital humanities, is it necessary to always think on a global scale? In other words, I wonder if it is truly possible to grasp the state of digital humanities and pedagogy without simultaneously considering education systems around the globe.
Although we might note that critique in literature departments in Europe and the US is losing some steam, based on my friend’s experience in Singapore (he also travels to Vietnam and China to look at other curriculum structures) it seems like critique might be gaining steam elsewhere. DH might not be the saving grace of literature professors in Asia, as it claims to be in the US. This is based on highly anecdotal evidence, but I wonder if this topic deserves more consideration when talking about the Digital Humanities in general.