Whose Language, Whose Culture? Reclaiming Identity through DH in Literary Pedagogy

Abstract

This research explores how Digital Humanities (DH) can be leveraged to reclaim linguistic and cultural identity within multilingual literary pedagogy, particularly in postcolonial and Indian educational contexts. Traditional literature curricula often privilege dominant languages and canonical texts, marginalizing regional  voices and indigenous epistemologies. In response, this study investigates how  DH tools—such as digital archives, collaborative annotation platforms, and multimodal storytelling—can democratize literary education and foster inclusive, identity-affirming learning environments. Grounded in postcolonial theory, sociolinguistics, and digital pedagogy, the research examines the intersection of language, culture, and technology in shaping classroom discourse. It highlights how DH enables students to engage with diverse literary traditions, contribute to digital knowledge production, and critically reflect on their own linguistic and cultural positioning. Through case studies, the study illustrates how multilingual learners use digital platforms to navigate and challenge hegemonic narratives, reclaiming agency in both language and interpretation. The research also considers practical implications for curriculum design, teacher training, and institutional policy, advocating for a shift from passive literary consumption to active cultural participation. By integrating international scholarship with local pedagogical practices, the study offers a framework for reimagining literary education as a space of resistance, creativity, and pluralism. Ultimately, this work positions DH not merely as a technological enhancement, but as a transformative methodology for fostering linguistic justice and cultural empowerment in literature classrooms across multilingual societies.