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In the last decade, editorial theory and practice have begun to generate some of the most interesting issues and problems in the humanities. The discovery of plagiarism in Martin Luther King, Jr.'s dissertation and debates over editions of James Joyce's Ulysses appeared on the front pages of newspapers. The practice of editing has challenged our conceptions both of works themselves and of the principles by which art, meaning, and tradition are constituted.Palimpsest is the first volume to consider the impact of the new editorial work and theory on a wide range of humanistic disciplines. It assembles an extraordinarily distinguished group of leading practitioners and theorists, who examine editing in a variety of contexts: literature, music, art, history, religion, and correspondence. Contributors: Betty Bennett, George Bornstein, Kathleen Weil-Garris Brandt, Clayborne Carson, David Noel Freedman, Hans Walter Gabler, Philip Gossett, David Greetham, Jerome J. McGann, Barbara Oberg, Peter Shillingsburg, Gary Taylor, Ralph G. Williams, and James E. G. Zetzel.

While uses and studies of XR technology within STEM-based education have been plentiful in recent years, there has been lesser or even, at times, a lack of coverage for this novel learning tool in the arts and humanities.Past and Future Presence aims to bridge some of that gap by presenting research-based theory and case studies of successful application and implementation of XR technology into postsecondary educational settings, ranging in topics from ancient to modern languages, classical and contemporary art, and reenvisioned historical scenes and events presented in ways never seen before. The studies also contemplate how this novel medium can enhance and supplement learning in classrooms and other formal or informal learning environments. The volume as a whole is intended to demonstrate to educators, scholars, and researchers in higher education the potential value of integrating XR technology into their classrooms and to provide a strong argument for college and university administrators to invest in training and development of new research and content for classrooms inside and outside of STEM. The authors of these chapters come from a diverse range of backgrounds at different stages of their careers, providing a broad crosssection of scholastic work within the humanities and arts. Each chapter offers a different angle or approach to incorporating XR technology into teaching or research within different subject areas. As the volume suggests, this technology also places additional emphasis on the humanity within the humanities, by focusing on increasing connection between users and different cultures, time periods, and perspectives.
 

An illuminating volume of critical essays charting the diverse territory of digital humanities scholarship

The digital humanities have traditionally been considered to be the domain of only a small number of prominent and well-funded institutions. However, through a diverse range of critical essays, this volume serves to challenge and enlarge existing notions of how digital humanities research is being undertaken while also serving as a kind of alternative guide for how it can thrive within a wide variety of institutional spaces. 

Focusing on the complex infrastructure that undergirds the field of digital humanities, People, Practice, Power examines the various economic, social, and political factors that shape such academic endeavors. The multitude of perspectives comprising this collection offers both a much-needed critique of the existing structures for digital scholarship and the means to generate broader representation within the field. 

This collection provides a vital contribution to the realm of digital scholarly research and pedagogy in acknowledging the role that small liberal arts colleges, community colleges, historically black colleges and universities, and other underresourced institutions play in its advancement. Gathering together a range of voices both established and emergent, People, Practice, Power offers practitioners a self-reflexive examination of the current conditions under which the digital humanities are evolving, while helping to open up new sustainable pathways for its future.  

Contributors: Matthew Applegate, Molloy College; Taylor Arnold, U of Richmond; Eduard Arriaga, U of Indianapolis; Lydia Bello, Seattle U; Kathi Inman Berens, Portland State U; Christina Boyles, Michigan State U; Laura R. Braunstein, Dartmouth College; Abby R. Broughton; Maria Sachiko Cecire, Bard College; Brennan Collins, Georgia State U; Kelsey Corlett-Rivera, U of Maryland; Brittany de Gail, U of Maryland; Madelynn Dickerson, UC Irvine Libraries; Nathan H. Dize, Vanderbilt U; Quinn Dombrowski, Stanford U; Ashley Sanders Garcia, UCLA; Laura Gerlitz; Erin Rose Glass; Kaitlyn Grant; Margaret Hogarth, Claremont Colleges; Maryse Ndilu Kiese, U of Alberta; Pamella R. Lach, San Diego State U; James Malazita, Rensselaer Polytechnic Institute; Susan Merriam, Bard College; Chelsea Miya, U of Alberta; Jamila Moore Pewu, California State U, Fullerton; Urszula Pawlicka-Deger, Aalto U, Finland; Jessica Pressman, San Diego State U; Jana Remy, Chapman U; Roopika Risam, Salem State U; Elizabeth Rodrigues, Grinnell College; Dylan Ruediger, American Historical Association; Rachel Schnepper, Wesleyan U; Anelise Hanson Shrout, Bates College; Margaret Simon, North Carolina State U; Mengchi Sun, U of Alberta; Lauren Tilton, U of Richmond; Michelle R. Warren, Dartmouth College. 

Leads scholars and anyone who cares about the humanities into more effectively analyzing the fate of the humanities and digging into the very idea of the humanities as a way to find meaning and coherence in the world.

The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn’t new—in fact, it’s as old as the humanities themselves. 

Today’s humanities scholars experience and react to basic pressures in ways that are strikingly similar to their nineteenth-century German counterparts. The humanities came into their own as scholars framed their work as a unique resource for resolving crises of meaning and value that threatened other cultural or social goods. The self-understanding of the modern humanities didn’t merely take shape in response to a perceived crisis; it also made crisis a core part of its project. Through this critical, historical perspective, Permanent Crisis can take scholars and anyone who cares about the humanities beyond the usual scolding, exhorting, and hand-wringing into clearer, more effective thinking about the fate of the humanities. Building on ideas from Max Weber and Friedrich Nietzsche to Helen Small and Danielle Allen, Reitter and Wellmon dig into the very idea of the humanities as a way to find meaning and coherence in the world. 

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A sociological history of literary study—both as a discipline and as a profession.
 
As the humanities in higher education struggle with a labor crisis and with declining enrollments, the travails of literary study are especially profound. No scholar has analyzed the discipline’s contradictions as authoritatively as John Guillory. In this much-anticipated new book, Guillory shows how the study of literature has been organized, both historically and in the modern era, both before and after its professionalization. The traces of this volatile history, he reveals, have solidified into permanent features of the university. Literary study continues to be troubled by the relation between discipline and profession, both in its ambivalence about the literary object and in its anxious embrace of a professionalism that betrays the discipline’s relation to its amateur precursor: criticism. 

In a series of timely essays, Professing Criticism offers an incisive explanation for the perennial churn in literary study, the constant revolutionizing of its methods and objects, and the permanent crisis of its professional identification. It closes with a robust outline of five key rationales for literary study, offering a credible account of the aims of the discipline and a reminder to the professoriate of what they already do, and often do well.

Engaged public scholarship is transforming the humanities. Divided into four parts, this provocative volume examines historical and contemporary sites of education and pedagogy, challenges dominant narratives about certain symbolic sites in the United States and across the Americas, highlights the struggle of marginalized communities as they wrestle to rewrite individual and collective memories of violence and trauma, and features public humanities projects that address themes relating to place and environment. Each chapter is concerned with the importance of personal relationships in educational settings, power relations in public humanities projects, and the nurturing of “new” civic spaces and places. This volume makes an important contribution to timely debates about public-facing and publicly engaged scholarship, especially in the humanities.

In Putting the Humanities PhD to Work Katina L. Rogers grounds practical career advice in a nuanced consideration of the current landscape of the academic workforce. Drawing on surveys, interviews, and personal experience, Rogers explores the evolving rhetoric and practices regarding career preparation and how those changes intersect with admissions practices, scholarly reward structures, and academic labor practices—especially the increasing reliance on contingent labor. Rogers invites readers to consider how graduate training can lead to meaningful and significant careers beyond the academy. She provides graduate students with context and analysis to inform the ways they discern their own potential career paths while taking an activist perspective that moves toward individual success and systemic change. For those in positions to make decisions in humanities departments or programs, Rogers outlines the circumstances and pressures that students face and gives examples of programmatic reform that address career matters in structural ways. Throughout, Rogers highlights the important possibility that different kinds of careers offer engaging, fulfilling, and even unexpected pathways for students who seek them out.