In thinking through the meaning of Black Digital Humanities and Africana Studies’ futurity among junior scholars and practitioners, this article presents a meditation on the intersections between Digital Humanities (DH), Africana Studies coursework, and Africana Studies pedagogy. It offers a case study wherein DH was employed in the instruction and assessment activities of an upper division hybrid (i.e., combining traditional face-to-face and online instruction) Africana Studies course at a public university in southern California during the fall semester of the 2018–2019 academic year. The purpose of this experiment was to determine how Africana Studies might go beyond a mere engagement with DH questions, theories, and tools to show how DH coursework that is distinctly “Africana” in nature may be developed more centrally as a subfield of Africana Studies itself. The overarching questions guiding this experiment include the following: What does it mean to engage DH in Africana Studies? How might we teach DH in Africana Studies within the framework of its pedagogical and methodological objectives? How does Africana DH shape both collaborative and creative learning in the classroom?

中文翻译：

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StoryMap（ping）黑色城市体验：通过研究和教学法走向非洲人DH子领域

在思考初级数字学者和实践者对黑人数字人文科学和非洲人研究的未来性的含义时，本文提出了对数字人文科学（DH），非洲人研究课程和非洲人研究教育学之间的交集的冥想。它提供了一个案例研究，其中在秋季的秋季学期中，在南部加州的一所公立大学中，将DH应用于上级混合课程（即结合传统的面对面和在线教学）Africana Studies课程的教学和评估活动中。 2018–2019学年。该实验的目的是确定“非洲研究”如何超越仅仅涉及DH问题，理论，以及一些工具，以显示作为非洲学研究本身的一个子领域，如何将本质上明显属于“非洲”的DH课程工作更集中地开发。指导该实验的总体问题包括以下内容：将DH参与非洲研究的意义是什么？在其教学和方法论目标的框架内，我们如何在非洲研究中教授DH？Africana DH如何在课堂上塑造协作学习和创意学习？