Seminar Basics

The GSA is here! This post contains all the basic information sent to participants via email. Note: All posts related to preparation are available at http://gsadh.clevelandhistory.org/category/seminar-info/.

  1. Frame your 10-minute presentation around the questions for your category: Research, Teaching, or Methods. Please be considerate and do not exceed the established time limit. There will be plenty of time for discussion of each project and Q & A.
  2. Prepare the feedback questions on the other presentations in your category to share with your peers. Methods presenters should choose one or two projects in another category to provide feedback as well. This feedback can be delivered in hard copy, as comments on this site, or orally during Q & A.
  3. We ask that you review the MLA and AHA guidelines for evaluation of digital scholarship and the Young Researchers in Digital Humanities Manifesto.
  4. We will meet at the Terrace Cafe at Town & Country (Map: https://www.destinationhotels.com/town-country/resort-map) for drinks on Thursday evening. Happy hour starts at 4 and at least one of the conveners will be present starting around 4:30 /5 pm. Join us for as long or as little as you like!
  5. The schedule for presentations are posted under each category. Generally, the categories are divided as follows: Friday- Research, Saturday- Teaching, Sunday- Methods.
  6. Please feel free to contact me (shelley.rose@csuohio.edu) or Jared (jared.donnelly12@gmail.com) with any questions as you prepare!

 

Protest Spaces: Peace Movements in the United States and Germany, 1921-2000

Color_kasper-01Shelley E. Rose (Cleveland State University)

Jared R. Donnelly (Air Command and Staff College)

Project Overview


“Protest Spaces: Peace Movements in the United States and Germany, 1920-2000” (www.protestspaces.org) is a transnational collaboration of scholars from Cleveland State University in Ohio, Air Command and Staff College in Alabama, and Mannheim University in Germany. The research team combines historical data on protest and grassroots demonstrations gathered from American and German archives in a location-based multimedia database of protest events and archival materials in the United States and Germany, creating a geospatial research tool for humanities scholars worldwide.

Both the pilot and long-term project use Omeka and Neatline. The database will eventually include an archives section which maps the locations of archival materials gathered and deposited by activists in the United States and Germany. This central digital database will facilitate international cooperation and dissemination of humanities scholarship by providing scholars with a new analytical tool for studying protest and grassroots demonstrations.

“Protest Spaces” builds on Kathrin Fahlenbrach, Martin Klimke, and Joachim Scharloth’s premise that “current research on protest, dissent, and social movements is not confined to traditional boundaries anymore.” (Protest Cultures, 2) The project centers on three categories of protest events:

1.) location-specific events which occupy spaces symbolic to national or movement history like an Erinnerungsort, or memory sites such as the Frankfurt Paulskirche;

2.) issue-specific events which consolidate around a moment in history like the NATO Double Track Missile Decision (NATO Doppelbeschluss), US-Involvement in Latin America, the Vietnam War, and the First Gulf War; and

3.) transnational events which themselves crossed national borders and fostered connections between activists in different locations, such as Women’s International League for Peace and Freedom (WILPF) international summer schools in the 1920s and San Francisco to Moscow March for Peace from 1960 to 1961.

Each of the three categories includes the wide range of protest practices used by activists to appropriate public spaces, both in a literal and metaphorical sense, such as sit-ins, die-ins, military base blockades, nuclear free zones, and vigils. Through these lenses, scholars will be able to visualize patterns in the activists’ use of space which are otherwise obscured by the nature of archival research and the limits of studying protest events within individual archival collections. By curating information from diverse archives in the United States and Germany into the “Protest Spaces” platform, humanities scholars will have access to a unique set of geospatial visual data to enhance traditional academic protest research.

History


The project originally emerged from the dissertation research of Shelley Rose and Jared Donnelly. In 2014, we collaborated with Philipp Gassert and Philipp Baur of Mannheim University on a National Endowment for the Humanities (NEH) / Deutsche Forschungsgemeinschaft (DFG) Biliateral Digital Humanities Grant. We were not successful, but learned much from the external reviewer reports, including the challenges of applying to a program administered by two different national research agencies. One of the most important lessons was to have a small scale pilot project to showcase in the proposal to help reviewers understand what the digital humanities product will look like. This is why we are currently piloting case studies from each of the three categories above for our next cycle of grant applications in Fall 2016. This cycle will not include the NEH/DFG because the program has been discontinued.

Future Directions and Challenges


Protest Voices Project: This summer, two undergraduate student researchers at Cleveland State are collecting oral history interviews from local activists, focusing on anti-Vietnam protests and Cleveland’s active Catholic community which mobilized around four female mission workers who were murdered in El Salvador in December 1980. These interviews will provide material for the issue-specific category of the pilot project, and demonstrate the significance of including both American and German events in the Protest Spaces project.

Archival collaborations: In Germany, most protest movement collections are housed in a variety of movement archives rather than in the larger institutions. Protest Spaces will display information from these archives  to make sources more discoverable and aid in planning archival research trips. In the future, we hope to conclude agreements with the major archival collections in the US and Germany in order to provide rich content for Protest Spaces and publicity for the collections.

Future contributor policies: We need to consider how we will generate content long term. Should this be through an open call, like a call for encyclopedia entries, or keep content creation in the hands of our research team.

Integrating historical map overlays: One of the critiques from our NEH/DFG reviewers was that we need to articulate a clear plan for including historical map overlays. We are currently exploring Geoserver and other options.

Bilingual Interface: should we consider a bilingual interface? What would this look like?

Feedback

Each participant will use these guiding questions to provide feedback for each project in their category: Research, Teaching, or Methods.

  1. How does this project contribute to teaching, learning, research?
  2. Does it create or reframe knowledge and/or help develop skills?
  3. Does is provide new ways of viewing/studying sources?
  4. How can the project contribute to inclusivity in our classrooms? (in terms of document/source diversity and/or accessibility?)
  5. How might this model/method be transferred or applied in other disciplines?
  6. Does the project allow for interdisciplinary/inter-institutional work/collaboration?
  7. Is it sufficiently rigorous in respect to the intellectual aims of the project and in what ways might the project be improved?

Presentation Questions: Methods

Each seminar participant will give a short, 10-minute presentation on his or her project at the GSA (schedule TBA). The conveners have divided projects into three categories: Research, Teaching, and Methods.  Each group will have a specific set of questions to address.

Questions for projects that focus primarily on methodology:

  1. What were your goals and how did the DH tools help you achieve them?
  2. How can others employ this method?
  3. What are two challenges of this method?
  4. What is the future of the method/project?
  5. One big question for the group that you want answered.

Presentation Questions: Teaching

Each seminar participant will give a short, 10-minute presentation on his or her project at the GSA (schedule TBA). The conveners have divided projects into three categories: Research, Teaching, and Methods.  Each group will have a specific set of questions to address.

Questions for projects that focus primarily on teaching:

  1. What were your goals and how did the DH tools help you achieve them?
  2. What is the main impact of the project in your classroom and on student learning?
  3. What are two challenges of teaching with DH?
  4. What is the future of this project?
  5. One big question for the group that you want answered.

Presentation Questions: Research

Each seminar participant will give a short, 10-minute presentation on his or her project at the GSA (schedule TBA). The conveners have divided projects into three categories: Research, Teaching, and Methods.  Each group will have a specific set of questions to address.

Questions for projects that focus primarily on research:

  1. What were your goals and how did the DH tools help you achieve them?
  2. Who is the primary audience?
  3. What are two challenges?
  4. What is the project’s future?
  5. One big question for the group that you want answered.