"Revealing power relations as they relate to gender, race, class, and sexuality has long been at the forefront of disciplines in the humanities. Yet in response to current events, many scholars have labored to make social justice a more central aspect of their pedagogy. When students encounter works of nineteenth-century fiction containing racist, sexist and homophobic ideas during the era of Black Lives Matter and #MeToo, the place of past injustice cannot be dismissed as distant history. Rather, voices promoting hate, both past and present, must be acknowledged and challenged. The question I will try to address in this article is how the digital humanities and nineteenth-century studies might work hand-in-hand to advance the cause of equality and justice. Using an archive I direct, Visual Haggard, I discuss several assignments that use digital humanities methods to advance the cause of justice in the classroom. I argue that digital technologies are well suited to making disturbing histories both culturally relevant and pedagogically valuable."

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Full Citation: Kate Holterhoff, Social Justice and Victorian Digital Humanities, Journal of Victorian Culture, Volume 24, Issue 3, July 2019, Pages 354–360, https://doi.org/10.1093/jvcult/vcz028