Labor was a big theme of last week’s Women’s History in the Digital World conference. How to discover, analyze, and reclaim women’s invisible labor. How to incorporate the labor of conversation within the digital humanities—yakking rather than, or in addition to, hacking. How to find support, at the top and bottom, to nurture digital humanities work in general and produce projects.
A recurring theme—present at this conference, and perennially discussed elsewhere1—was the specific issue of academic institutional support, or lack thereof. I see similar conversations in groups of public historians and archivists, though folks working outside of the faculty, or outside of academic institutions in general, do not have the same sets of concerns (e.g. tenure committees, course loads) as academics. WHDigWrld15 trended very academic.2 The experiences of full professors, varyingly contingent faculty, postdocs, grad students, and undergrads bring different perspectives, opportunities, and limitations to performing digital humanities work. While I feel comfortable using the umbrella term “academic,” it’s very important to be mindful of the wide variation of roles gathered beneath that umbrella, some drier than others.3