In this thesis I intend to demonstrate how it is possible to exploit digital information technology in new and integrative ways that promote many different levels of access, inclusion, diversity, and equality in the digital humanities classroom. These ideas will lead to new nonbinary ways to avoid any and all dichotomies in the humanities classroom, be it either digital or brick-and-mortar. My thesis investigates digital humanities through a critical digital pedagogy lens that is demonstrative of post-secondary study and both levels of graduate study. My approach is transdisciplinary and centers around the humanities as my initial formation has been in French philosophy; French literature; Romance Philology; Writing. The base questions center around the notion of the post-secondary humanities classroom. What does a humanities classroom entail? Of what is the humanities classroom comprised? Without a firm and basic idea about the notion of the humanities classroom any comprehensive understanding of the academy is moot, be what it may. Does digital information technology serve under-represented and first-generation students or is it just a means of academic elitism and gatekeeping? Because of recent problems centering around SARS-CoV-2 and its variants the whole idea of THE academy has drastically changed including an understanding of the human sciences.