Abstract
Digital Humanities as an emerging interdisciplinary area of study and academic inquiry remains open for extensive exploration and potentialities (Ramy 2015). The advent of VR narration provides the possibilities of crossing the boundaries and conventions of traditional learning and fosters models of collaborative creativity (Daskolia, 2015). Furthermore, it broadens the prospects for the recreation of literary/historic narratives that allows for the active interaction between memory, space and the Meta space (Wang 2019). In his “New Horizons for the Study of Propel; Interdisciplinary, Internationalization and Innovation” Chad Garfield anticipated that Digital Humanities will be the leading edge of re-imagining of higher education in the twenty first century for the promising ability of moving beyond the epistemological dichotomies of the late 20th century (153, 2014). However, deploying the Meta space poses a set of challenges, one of which echos the ever-unsolvable question regarding the domination of the creator’s perspective and ideological stand over the narrative. The current study untangles the complexity of the colonizer/colonized relation within virtual literary/historic spaces. The study introduces examples of the employability of VR narratives as an educational tool that can allow the reliving of past experiences and creating future relations with space and time. It benefits from earlier educational experiments in literary studies like Klaudia Hiu Yen Lee’s “Literature Across Time”, 2022. The objective of the study is to explore the correlation between the long-standing questions of colonial dominance in narratology through endeavors of decolonization of the Meta space.
Presenters
Hadeer AboelnagahProfessor and Director of the Translation and Authoring Center, Prince Sultan University in Riyadh, Saudi Arabia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital Humanities, Post-Colonialism, VR, Collaborative Learning, Experiential Learning
