Abstract: In this lecture, I argue that incorporating the digital humanities into education is not simply valuable—it is more vital than ever. It is far more than a question of keeping up with innovation; it concerns the future viability of humanistic critique. While computational systems are reshaping the ways we encounter texts, images, and sound—and more generally, access to information and the construction of human memory—we must proceed with significant caution. In much of the global majority world, where the telling of history has too often been orchestrated elsewhere, it may be tempting to regard such advances as peripheral. Yet, I contend that these emergent algorithmic regimes hold the potential to reaffirm, rather than redress, longstanding epistemic and narrative inequities.
