Decolonizing “The Digital” in the Classroom: Reflections on the Intersection of Colonial Latin American Art History and Digital Art History Pedagogy

This essay explores the challenges of using “the digital,” both scholarly and pedagogically, for understanding and analyzing colonial Latin American art. It argues that digital art history (DAH) tools and methods offer new ways to think about the non-neutrality of how we access, collect, and underst...

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Bibliographic Details
Published in:Digital humanities quarterly 2020-01, Vol.14 (4)
Main Author: Kilroy-Ewbank, Lauren G
Format: Article
Language:English
Subjects:
Art history
Classrooms
Digitization
Epistemology
Historians
Literacy
Neocolonialism
Ontology
Pedagogy
Questionnaires
Students
Teaching
Visual culture
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Summary:This essay explores the challenges of using “the digital,” both scholarly and pedagogically, for understanding and analyzing colonial Latin American art. It argues that digital art history (DAH) tools and methods offer new ways to think about the non-neutrality of how we access, collect, and understand information discovered online. Specifically, it focuses on responses to a questionnaire and the development of a collaborative Omeka project (involving students) to consider how knowledge is produced in the digital environment. It reflects on issues of digital and visual epistemology, digital visuality, the ontology of art history, accessibility, and neocolonialism, and how these topics have been broached with undergraduate students in a class focused on Spanish colonial art.
ISSN:1938-4122