Abstract
Courses on digital history methods are being offered at more Canadian universities than ever before, with both techniques and tools being embedded in courses on oral history, environmental history, and public history, to name a few. What is being taught in these classrooms and who is teaching it? Despite a wealth of digital, historical scholarship being undertaken by women, this article shows that the majority of these classes are taught by men and, furthermore, men have also authored the majority of texts and articles typically assigned in this field. Suggestions for rewiring the digital history classroom to be a more inclusive environment are made, including looking to projects in the related fields of oral, queer, and literary history.
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