This article reflects on the relevance and transformative possibilities of incorporating a framework of "guerilla praxis" into digital humanities curricula in the early twenty-first century. Engaging in guerilla praxis in the classroom creates opportunities for students to use devices such as laptops and smartphones as tools for research and critical analysis and also for creating and sharing knowledge in ways that work with, rather than against, the technological shifts and social movements of the early twenty-first century. Turning classrooms into digital research hubs for studying and sharing knowledge about current grassroots movements for social change allows students and educators to collaboratively participate in advocating for new visions of democracy and participatory education. In addition to transforming the way students and educators approach the work in the classroom, critical digital humanities pedagogy that incorporates a framework of guerilla praxis has the potential to reorient twenty-first-century institutions of higher education as spaces of critical social engagement and public service.


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pp. 212-216
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