Digital Humanities Workflows for Recovering Marginalized English Literary Traditions in Secondary Education

Abstract

The paper will analyze the use of digital humanities processes in the rediscovery of marginalized traditions of English literature and their incorporation into secondary education. Text mining, sentiment analysis, data visualization, and Kaggle-curated data (such as the Project Gutenberg Fiction Books corpus) are all digital tools that offer students novel methods of interacting with texts that have long been overshadowed, like works by women, post-colonial, and marginalized authors. It was proven that after introducing digital tools, the level of student engagement and critical thinking improved significantly, as students are more engaged in discussing the material and spending more time on the literary analysis exercise. Such tools allow students to reveal concealed patterns, themes, and historical backgrounds of the marginalized texts, providing a more holistic approach to literature. Using digital archives increases access to a greater variety of voices, which is contributing to a more inclusive curriculum incorporating a variety of cultural and historical viewpoints. The study highlights the necessity of promoting collaborative learning in which students actively participate in group discussions and web-based forums, which leads to the additional development of their critical thinking and analytical skills. With the combination of these workflows, secondary education will have an opportunity to shift to a more interactive and student-centered mode of learning, which is critical to the promotion of cultural awareness and inclusiveness in the classroom. These results highlight the disruptive nature of digital humanities processes to transform the curriculum and make it more representative of varieties of literary practices. The paper also invites teachers to embrace such new techniques to equip students with an opportunity to analytically engage with literature in a multi-faceted manner so that learning can be more diverse and enriching.