Universities around the world are struggling with the challenges that the Generation Z or Post-Millennials pose to the established teaching and learning pedagogies in the print-oriented humanities. Students today are more in tune with the digital world than we can even begin to imagine; they are characterized by a widespread use of the Internet from a very early age and they relate with the rest of the world mainly through IT and social media, which the rest of us still see as a waste of time. However, most college professor in the humanities firmly believe that what distinguishes human beings is that they are social animals, in other words relational creatures that depend on human bonding to make it through life’s many challenges. Therefore, faced with the apathy of the post-millennials professors and teachers develop a set of stereotypes about students, they see them as screen-oriented/dependent, self-absorbed and even anti-social. Hence the anxious questions on how to crack their shells and get to them, make them open up to the “real” life, and have them experience the world “out there.” In fact, there is a massive misunderstanding concerning our and their conception of relationality; whereas most off us in the profession see it as physical or material, for the post-millennials it is not necessarily so. A “virtual” or digital relationality is just as, if not more, meaningful as a material one.
With that mindset in view, the purpose of this workshop is to bring researchers and practionners to reflect and debate the issues related the to the digital world and Humanities’ capacity not only to adapt but more importantly to innovate in their teaching pedagogies and research methods. The burning questions that we need to deal with are: isn’t time we started to rethink and question our own prejudices and adapt our teaching and learning models to fit the needs of these young people? In other words, can we change our research habits and focus on Digital humanities to understand the wave of digital culture that has swept over the world? Can we theorize the digital turn in the humanities and elsewhere in ways that can enable the teaching faculty to have access to the minds and hearts of the new generations of students and thus save the disciplines form obsolescence and death?
Larbi Touaf, Mohammed I University, Oujda, Morocco
Mehdi Kaddouri, Mohammed I University, Oujda, Morocco
Soumia Boutkhil, Mohammed I University, Oujda, Morocco
Chourouq Nasri, Mohammed I University, Oujda, Morocco
Karim Ben Soukass, Mohammed V University, Rabat, Morocco
Jamal Bahmad, Mohammed V University, Rabat, Morocco
Elhassan Herrag, Mohammed I University, Oujda, Morocco
Youssef Yacoubi, Setton Hall University, NJ, USA
Maueern Jamesom, SUNY, Buffalo, USA
Sabine Coelsch-Foisner, Salzburg University, Austria
Najib Mokhtari, UIR, Rabat, Morocco
Ali Moujtahid, Universite privee de Marrakech, Morocco
The workshop seeks to raise these and other questions in depth through the discussion of theories, pedagogies and teaching-learning models that depend on the digital to make a difference in teaching and in research.
Topics can include (though not limited to) the following: