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  • Disruptive TEI: De-/Encoding Normative Frameworks

Disruptive TEI: De-/Encoding Normative Frameworks

Curriculum

  • 13 Sections
  • 71 Lessons
  • Lifetime
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  • Module 1: The Basics
    Build a strong foundation in TEI by learning its core structure, syntax, and key elements.
    11
    • 1.1
      1.1: What is TEI?
    • 1.2
      1.1: Quick Quiz
      3 Questions
    • 1.3
      1.2: TEI-XML and Intelligent Search
    • 1.4
      1.2: Quick Quiz
      3 Questions
    • 1.5
      1.3: Setting Up Your TEI Workspace
    • 1.6
      1.3: Quick Quiz
      3 Questions
    • 1.7
      1.4: TEI Document Structure & Key Elements
    • 1.8
      1.4: Quick Quiz
      3 Questions
    • 1.9
      1.5: Genre-Specific Encoding
    • 1.10
      1.5: Quick Quiz
      3 Questions
    • 1.11
      Live Coding Exercise: TEI Metadata
  • Module 2: Critical Encoding Practices
    Explore how text encoding reflects systems of power and how critical approaches can challenge biases in metadata and markup.
    4
    • 2.1
      2.1: Power and Representation in Text Encoding
    • 2.2
      2.2: Bias in TEI Markup and Metadata
    • 2.3
      2.3: Encoding Marginalized Voices and Alternative Perspectives
    • 2.4
      2.4: Ethical and Inclusive Encoding Practices
  • Module 3: Decolonial TEI Encoding
    Uncover colonial legacies in encoding practices and implement ethical frameworks for attribution, consent, and cultural specificity.
    5
    • 3.1
      3.1: Identifying Colonial Biases in TEI Encoding
    • 3.2
      3.2: Ethical Attribution and Contextualization
    • 3.3
      3.3: Consent-Based & Community-Defined Metadata
    • 3.4
      3.4: Implementing Traditional Knowledge Labels
    • 3.5
      3.5: Challenging Assumptions of Universality and Neutrality
  • Module 4: Cultural Knowledge and Editorial Responsibility
    Interrogate editorial neutrality, embrace relational responsibility, and center community protocols in your encoding decisions.
    6
    • 4.1
      4.1: Disrupting Editorial Neutrality
    • 4.2
      4.2: Archival Silences: Encoding Absence and Refusal
    • 4.3
      4.3: Cultural Protocols and Community Authority
    • 4.4
      4.4: Relational Responsibility Beyond Attribution
    • 4.5
      4.5: Ethics in Metadata: Naming, Identity, and Consent
    • 4.6
      4.6: Encoding Epistemologies and Resisting Eurocentric Taxonomies
  • Module 5: Antiracist Markup Strategies
    Develop strategies for addressing racial bias, linguistic marginalization, and whitewashed textual representations in TEI.
    5
    • 5.1
      5.1: Introduction to Antiracist TEI Encoding
    • 5.2
      5.2: Dialects and Code-Switching
    • 5.3
      5.3: Textual Erasure and Whitewashing
    • 5.4
      5.4: Structural Norms and Editorial Power
    • 5.5
      5.5: Positionality and Editorial Perspective
  • Module 6: Encoding Language Diversity and Multilingualism
    Address linguistic injustice by encoding diverse, non-standard, and community-centered languages in respectful and effective ways.
    5
    • 6.1
      6.1: Language, Power, and Digital Editions
    • 6.2
      6.2: TEI Basics for Multilingual Texts
    • 6.3
      6.3: Community Languages and Non-Standard Varieties
    • 6.4
      6.4: Addressing Linguistic Injustice
    • 6.5
      6.5: Visualizing and Presenting Multilingual Editions
  • Module 7: Queer Perspectives and Markup Beyond the Binary
    Apply queer theory to encoding practices by exploring fluidity, nonlinear narratives, and resistance to binary structures.
    5
    • 7.1
      7.1: Queer Theory and Textual Encoding
    • 7.2
      7.2: Encoding Fluid Identities and Relationships
    • 7.3
      7.3: Queering Authorship and Attribution
    • 7.4
      7.4: Queer Temporalities and Nonlinear Narratives
    • 7.5
      7.5: Encoding Queer Linguistic Practices
  • Module 8: Cripping TEI: Encoding Disability, Neurodivergence, and Access
    Center disabled and neurodivergent experiences in encoding through principles of care, multimodality, and temporal disruption.
    6
    • 8.1
      8.1: Disability Studies, Crip Theory, and Digital Normativity
    • 8.2
      8.2: Disability Representation: Visibility, Consent, and Power
    • 8.3
      8.3: TEI Elements and Critical Metadata for Representing Disability
    • 8.4
      8.4: Crip Time, Temporal Disruption, and Nonlinearity
    • 8.5
      8.5: Multimodal and Access-Centered Encoding
    • 8.6
      8.6: Care, Access, and Responsibility
  • Module 9: Nonlinear, Fluid, and Ambiguous Texts
    Learn to represent polyvocal, performative, and evolving texts that defy traditional textual boundaries and require ethical flexibility.
    7
    • 9.2
      9.1: Challenging Linearity: Encoding Fluid and Living Narratives
    • 9.3
      9.2: Encoding Ambiguity, Multiplicity, and Uncertainty
    • 9.4
      9.3: Multi-Voiced and Polyphonic Texts
    • 9.5
      9.4: Spatial, Visual, and Performative Texts
    • 9.6
      9.5: Care-Centered Strategies for Encoding Complex Texts
    • 9.7
      9.6: Embodied Knowledge: Encoding Performance, Gesture, and Sensory Texts
  • Module 10: Markup for Change: Encoding Embodiment, Equity, and Environment
    Engage with affect, trauma, resistance, and environmental justice to explore how markup can become a form of advocacy and healing.
    6
    • 10.1
      10.1: Encoding Affect, Embodiment, and Intuitive Knowledge
    • 10.2
      10.2: Trauma and Loss: Encoding Silences and Difficult Histories
    • 10.3
      10.3: Resistance and Alternative Literacies
    • 10.4
      10.4: TEI and Environmental Humanities
    • 10.5
      10.5: Anti-Neoliberal TEI: Encoding Beyond Efficiency, Ownership, and Commodification
    • 10.6
      10.6: Data Justice and Encoding Against Surveillance
  • Module 12: Teaching with TEI: Composition, Code, and Critical Reading
    Design inclusive, multimodal, and critical pedagogy strategies using TEI as a tool for close reading, authorship, and data ethics.
    6
    • 11.1
      12.1: Text Encoding as Critical Reading
    • 11.2
      12.6: Grading Code with Care: Critical Approaches to Assessment
    • 11.3
      12.2: Textual Analysis with TEI
    • 11.4
      12.3: Multimodal TEI Assignments
    • 11.5
      12.4: Teaching Data Ethics and Representation
    • 11.6
      12.5: Collaborative Student Projects
  • Module 11: From Authority to Accountability: Collaborative Approaches to TEI
    Shift from single-author control to collective responsibility through equitable workflows and shared encoding practices.
    5
    • 12.1
      11.1: Rethinking Authorship
    • 12.2
      11.2: Ethical Frameworks for Collective Encoding
    • 12.3
      11.3: Equitable Workflow Design
    • 12.4
      11.4: Tools and Platforms for Collaborative TEI Encoding
    • 12.5
      11.5: Strategies for Managing Multi-Author Projects
  • Module 13: Beyond Encoding: Analyzing & Visualizing TEI Data
    Translate encoded data into stories, visualizations, and public-facing scholarship while attending to ethical data practices.
    6
    • 13.1
      13.1: Analyzing TEI Data
    • 13.2
      13.2: Visualization Techniques for TEI
    • 13.3
      13.3: Publishing TEI Projects Responsibly
    • 13.4
      13.4: Telling Stories with TEI
    • 13.5
      13.5: The Risks of Interoperability: TEI Meets Linked Open Data
    • 13.6
      13.6: Public Humanities Projects

Live Coding Exercise: TEI Metadata

Live Coding Exercise: TEI Metadata

Scenario

You are preparing metadata for the poem “Praise Song for Oceania” by Craig Santos Perez, a Chamoru poet from Guåhan (Guam). The poem is available through the Poetry Foundation but is not in the public domain. Your task is to create a <teiHeader> for this poem as if you were preparing it for a digital archive or scholarly repository while respecting the author’s rights.

You will not encode the poem itself — only its metadata.

Goals

You will write a valid TEI <teiHeader> that:

  • Describes the poem’s title and author
  • Identifies the source and digital publisher
  • Acknowledges the rights and limitations
  • Demonstrates best practices in ethical metadata for contemporary and Indigenous works

TEI Elements

Include the following within a <fileDesc> element:

  • <titleStmt>
    • <title> — the poem title
    • <author> — the poet’s name
    • <respStmt> — your name and role as encoder
  • <publicationStmt>
    • <publisher> — Poetry Foundation
    • <date> — publication or access date (e.g., "Accessed May 28, 2025")
    • <availability> — note that the text is not in the public domain
  • <sourceDesc>
    • A <p> or <bibl>; with a citation for the online source
    • Mention that this is a metadata-only encoding exercise

Validation

You can validate your metadata using the “Check Metadata” button. Note that this exercise uses a custom-built editor with manual validation. When you click “Check Metadata,” the tool checks for:

  • Missing required elements
  • Placeholder values that haven’t been replaced
  • Basic XML structure errors

However, it does not provide real-time TEI Guidelines validation like Oxygen XML Editor. Be sure to double-check tag nesting and tag names, and feel free to test your file in a TEI-aware tool if you want stricter validation.

A Note on Intellectual Property

This exercise is for educational purposes only. The poem “Praise Song for Oceania” is not in the public domain. You are practicing metadata creation only. A full TEI edition of this text may not be created or shared without the poet’s explicit permission. This exercise models ethical engagement with living authors and Indigenous literature.

Live Coding Practice

Use the live editor below to build your <teiHeader>:

Live Coding Exercise: Praise-metadata


<TEI>
    <teiHeader>
      <fileDesc>
        <titleStmt>
          <title>Praise Song for Oceania</title>
          <author>Craig Santos Perez</author>
          <respStmt>
            <name>Jane Doe</name> <resp>encoded the metadata</resp>
          </respStmt>
        </titleStmt>
        <publicationStmt>
          <publisher>Poetry Foundation</publisher>
          <date>Accessed May 28, 2025</date>
          <availability>
            <p>This text is not in the public domain and is used for educational purposes only. No full edition may be published without the author's permission.</p>
          </availability>
        </publicationStmt>
        <sourceDesc>
          <bibl>
            Craig Santos Perez. "Praise Song for Oceania." <title>Poetry Foundation</title>. https://www.poetryfoundation.org/poems/154774/praise-song-for-oceania
          </bibl>
       </sourceDesc>
      </fileDesc>
    </teiHeader>
<TEI>

Reflection

  • Why is it important to consider permission and authorship when encoding contemporary or Indigenous works?
  • What would you need to do differently if preparing this for public release?
  • What considerations might be involved in seeking permission to create a TEI edition of a living author’s work, especially when the work engages Indigenous themes or relational knowledge?

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