Robin Wharton
I received my PhD and a JD from The University of Georgia, and I am currently a lecturer in English at Georgia State University, where I teach courses in digital and multimodal rhetoric and composition, and design professional development workshops related to digital pedagogy and scholarship for faculty and graduate students. In my classes, I engage students in public-oriented service learning and interdisciplinary digital humanities scholarship. Recent collaborations with students include creating 3D models and artifact descriptions for the Phoenix Project–an archive of artifacts recovered when the MARTA rail lines were laid in the early 1970s, constructing a digital exhibit examining the history of AIDS and HIV in Atlanta, and building a multimodal digital archive of Atlanta’s built environment. I am the technical development lead and co-editor of the Hoccleve Archive, a collection of resources for study of the life and works of fifteenth-century poet Thomas Hoccleve.
In my dissertation, “The Literature of Sovereignty in Late Medieval England,” I explored the emergence of the individual as a target of regulatory authority in medieval English law and literature. Previous projects also include work on modern adaptation and performance of Shakespeare in ballet, and critical legal studies of intellectual property and contemporary academic production. My scholarship has been published in Shakespeare Bulletin, Digital Humanities Quarterly, and Law, Culture, and the Humanities. My essay, “Bend Until It Breaks: Digital Humanities and Resistance,” has been accepted for inclusion in the collection Disrupting the Digital Humanities, edited by Dorothy Kim and Jesse Stommel and forthcoming from punctum books. I have been a production editor and a regular contributor at Hybrid Pedagogy, a digital journal of teaching and technology. My contributions to the journal primarily examine how our individual and institutional approaches to regulation may need to be revised in order to accommodate more public, student-centered, and participant-driven pedagogy. As a dancer, I have also begun to experiment with adapting pedagogical strategies drawn from the performing arts and studio contexts for the higher education humanities classroom.
My prior experience includes work on the <emma> project at the University of Georgia as a developer, two years as a Marion L. Brittain Postdoctoral Fellow and one year as Assistant Director of Writing and Communication at the Georgia Institute of Technology, a two-year federal clerkship, and three years as an intellectual property attorney with a large, internationally-recognized firm. When I’m not teaching, writing, or coding, I enjoy immersing myself in the adventures of motherhood, reading good books, and dancing.
In my dissertation, “The Literature of Sovereignty in Late Medieval England,” I explored the emergence of the individual as a target of regulatory authority in medieval English law and literature. Previous projects also include work on modern adaptation and performance of Shakespeare in ballet, and critical legal studies of intellectual property and contemporary academic production. My scholarship has been published in Shakespeare Bulletin, Digital Humanities Quarterly, and Law, Culture, and the Humanities. My essay, “Bend Until It Breaks: Digital Humanities and Resistance,” has been accepted for inclusion in the collection Disrupting the Digital Humanities, edited by Dorothy Kim and Jesse Stommel and forthcoming from punctum books. I have been a production editor and a regular contributor at Hybrid Pedagogy, a digital journal of teaching and technology. My contributions to the journal primarily examine how our individual and institutional approaches to regulation may need to be revised in order to accommodate more public, student-centered, and participant-driven pedagogy. As a dancer, I have also begun to experiment with adapting pedagogical strategies drawn from the performing arts and studio contexts for the higher education humanities classroom.
My prior experience includes work on the <emma> project at the University of Georgia as a developer, two years as a Marion L. Brittain Postdoctoral Fellow and one year as Assistant Director of Writing and Communication at the Georgia Institute of Technology, a two-year federal clerkship, and three years as an intellectual property attorney with a large, internationally-recognized firm. When I’m not teaching, writing, or coding, I enjoy immersing myself in the adventures of motherhood, reading good books, and dancing.
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Hybrid Pedagogy Publishing will develop and share long-form, digital-born works like textbooks, “monographs,” anthologies, and collaboratively authored and/or multimodal texts that leave themselves open to questions, corrections, and commentary. We will explore alternative commercial models that provide for fair compensation, as well as open distribution and access.
Dissertation by Robin Wharton
thirteenth century. Thus they are roughly contemporary with and perhaps even predate the influential work of Giles of Rome, Thomas Aquinas and Jacob de Cessolis. As texts that were apparently in relatively wide circulation in England by the beginning of the fourteenth century, they suggest the existence of English as well as continental origins for
a Middle English literature of sovereignty. Taken together, they also tend to show that from an early period, English authors were concerned with the problem of whether and to what extent the king could serve as a model for the political subject more generally."
Hybrid Pedagogy Publishing will develop and share long-form, digital-born works like textbooks, “monographs,” anthologies, and collaboratively authored and/or multimodal texts that leave themselves open to questions, corrections, and commentary. We will explore alternative commercial models that provide for fair compensation, as well as open distribution and access.
thirteenth century. Thus they are roughly contemporary with and perhaps even predate the influential work of Giles of Rome, Thomas Aquinas and Jacob de Cessolis. As texts that were apparently in relatively wide circulation in England by the beginning of the fourteenth century, they suggest the existence of English as well as continental origins for
a Middle English literature of sovereignty. Taken together, they also tend to show that from an early period, English authors were concerned with the problem of whether and to what extent the king could serve as a model for the political subject more generally."