aadavis


Andrea A. Davis

Photo of Andrea A. Davis

Department of Humanities

Associate Professor
Chair, Department of Humanities
Coordinator Black Canadian Studies Certificate

Office: Vanier College, 206
Phone: 416-736-5158 Ext: 77015
Email: aadavis@yorku.ca


Andrea A. Davis is an associate professor in the Department of Humanities, where she is also currently the Chair and coordinator of the Black Canadian Studies Certificate. She teaches and supervises in literatures and cultures of the Black Americas and holds cross-appointments in the graduate programs in English; Interdisciplinary Studies; and Gender, Feminist and Women’s Studies.

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She is an accomplished teacher who has won several teaching awards, including the 2017 President's University-Wide Teaching Award and the 2012 Ian Greene Award for teaching excellence. Her research focuses on the literary productions of Black women in the Americas. She is particularly interested in the intersections of the literatures of the Caribbean, the United States and Canada and her work encourages an intertextual cross-cultural dialogue about Black women's experiences in diaspora. She is currently working on a comparative study that theorizes the tropes of the horizon, sea and sound in African and Caribbean women’s texts in Canada. She is former interim director of the Centre for Research on Latin America and the Caribbean (CERLAC) and a research fellow at the Harriet Tubman Institute for Research on Africa and its Diasporas. Her SSHRC-funded research on youth violence, housed at CERLAC, was profiled in the Council of Ontario Universities' Research Matters campaign in 2012-2013.

Degrees

PhD, York University
MA, York University
BA (first class hons.), University of the West Indies, Mona Campus

Research Interests

, Caribbean, African American and Black Canadian Literatures and Theatre, African Diaspora Studies, Black Cultural and Feminist Studies, Youth Studies

Current Research Projects

Rights for Children and Youth Partnership

    Summary:

    This multi-faceted, multi-year Rights for Children and Youth Partnership (RCYP) project responds to the 2006 United Nations World Report on Violence Against Children's recommendation of developing and implementing systematic national data collection and research.

    Description:

    The partnership brings together 12 universities, 13 partners and 20 collaborators from Central America, the Caribbean and their Diasporas in Canada to explore five themes: analysis of legal, socio-economic and social protection policies; immigration dynamics; different forms of violence against children and youth; the institutional practices of educational, protective and judicial systems; and uses of social media. The project’s long term objectives are to develop a thorough understanding of the social, political, economic, and social factors that contribute to transgressions against children, to advise policy-makers and service providers on effective strategies that promote safety and resiliency among youth, and to contribute to the creation of evidence-based policies and institutional practices that address violence against children and youth.

    See more
    Role: Collaborator and member of of education sub-team in stream four, Understanding the Institutional Practices of Educational, Protective and the Judicial Systems

    Start Date:
      Month: Jul   Year: 2015

    End Date:
      Month: Jun   Year: 2021

    Collaborator: Henry Parada
    Collaborator Institution: Ryerson University
    Collaborator Role: Principal Investigator

    Funders:
    SSHRC
Professional Development Workshops, Kingston College, Jamaica

    Summary:

    This project provided training development for high school teachers in Kingston, Jamaica, and was a partnership between the Centre for Research on Latin America and the Caribbean (CERLAC), the York Centre for Education and Community (YCEC), and the Faculty of Education at York University.

    Description:

    The project facilitated a series of discussions with practicing teachers and administrators to formulate best teaching practices grounded within the social and cultural contexts of Jamaica and the unique needs of Kingston College, specifically in the teaching of adolescent boys. The project emerged out of and was guided by findings from the SSHRC partnership development grant, "Youth and Community Development in Canada and Jamaica."

    See more
    Role: Co-researcher/facilitator with Carl James

    Start Date:
      Month: Aug   Year: 2014

    End Date:
      Month: Aug   Year: 2015

    Collaborator: Carl James
    Collaborator Institution: York Centre for Education and Community
    Collaborator Role: Co-Researcher and Facilitator

    Funders:
    SSHRC
Youth and Community Development in Canada and Jamaica: A Transnational Approach to Youth Violence

    Summary:

    The project brought together three community organizations and 18 researchers from six universities in Canada and Jamaica, organized in three research clusters. It sought to realize critical social improvements in the lives of youth, ages 16 to 29, by exploring new approaches to research on the effects of violence on Black youth.

    Description:

    The partnership situated its team of Canadian and Jamaican researchers and community workers within an emerging body of research that confirms the success of culturally based programs in encouraging youth and broad civic engagement. The partnership expanded this existing research in two important ways. First, it included a transnational approach between the two countries. The goal was to examine whether positive youth engagement through the arts might be further enhanced for Black youth in Canada and Jamaica by bringing these youth into conversations across their intersecting national and cultural borders. Second, by using an approach that combined art-based programs with social history and literature, the partnership expanded the research field by seeking to determine whether a greater understanding of Jamaican society might help Black Toronto youth achieve the positive identity formation needed to challenge the effects of anti-Black racism.

    Findings from the project confirmed that Black youth in Canada identify anti-Black racism as the most pervasive and damaging form of violence they face, particularly as expressed in the educational system and labour market, as well as through differential treatment based on class, age, gender and geographical location. Jamaican youth (both urban and rural) identified class-based oppression as the most oppressive form of violence they experience on a daily basis.

    See more
    Role: Principal Investigator

    Start Date:
      Month: Jul   Year: 2011

    End Date:
      Month: Apr   Year: 2014

    Collaborator: Vermonja Alston; Erna Brodber; Karen Burke; Mirna Carranza; Peter Cumming; Donald Davis; Asheda Dwyer; Honor Ford-Smith; Cecil Foster; Carl James; Michele Johnson; Donna Hope; Naila Keleta Mae; Richard Maclure; Jalani Niaah; Sonja Stanley Niaah; L'Antoinette Osunide Stines; Ronald Westray
    Collaborator Institution: McMaster University; University of Guelph; University of Waterloo; University of Ottawa; University of the West Indies (Mona); Nia Centre for the Arts; Jamaica Youth Theatre; Woodside Community Action Group
    Collaborator Role: Co-researchers and partners

    Funders:
    SSHRC
Canada-Jamaica Connections

    Summary:

    This project researched and recorded the diverse experiences and contributions of Jamaicans living in Canada and culminated in an anthology and conference that coincided with the commemoration of the 50th anniversary of Jamaica’s Independence from Britain in 2012.

    Description:

    The fiftieth anniversary of Jamaica’s independence, celebrated in 2012, allowed Jamaicans in the island and abroad an opportunity to reflect on the achievements of this small island nation in the relatively short period of its existence. Perhaps most significantly, Jamaica’s increasingly powerful influence on global cultures cannot go unremarked. The growth of Jamaican diasporas beyond Britain to the United States, Canada and West Africa, beginning shortly after Independence, has served to strengthen Jamaica’s global reach, so that today Jamaica’s cultural, economic and political achievements are felt way beyond its national borders. This collection of essays acknowledges the immense and widespread contributions of Jamaica and Jamaicans to Canadian society. Directed to both academic (researchers, teachers, students) and non-academic audiences (general public, governments, media), the anthology explores the various interconnections between Jamaica and Canada, paying attention to the countries’ shared colonial and commonwealth relations. Importantly, the collection seeks to build knowledge and understanding between the two countries. By mapping Jamaica’s contributions to Canadian development from a trans-Canada perspective, from British Columbia in western Canada to Nova Scotia in the Maritimes, these essays allow us to articulate a new understanding of engaged multicultural citizenship that positions Jamaica as integral, rather than marginal, to Canada’s developed economy. By engaging a diverse range of Jamaican racial and ethnic perspectives, the collection also seeks to reveal the complexity and richness of Jamaican cultural influences.

    See more
    Role: Co-Investigator with Carl E. James

    Start Date:
      Month: Sep   Year: 2011

    End Date:
      Month: Dec   Year: 2012

    Collaborator: Carl James
    Collaborator Institution: York Centre for Education and Community
    Collaborator Role: Co-Investigator

    Funders:
    IDRC
Books

Publication
Year

Davis, Andrea A. Horizon, Sea, Sound: A Post/Diaspora Critique of the Nation (under contract with Northwestern University Press)

2020

James, Carl E., and Davis, Andrea (eds.) Jamaica in the Canadian Experience: A Multiculturalizing Presence. Halifax, Nova Scotia: Fernwood Publishing, 2012.

2012

Book Chapters

Publication
Year

“Women and Healing in Anglophone Caribbean Literature.” Encyclopedia of Caribbean Religions. Ed. Patrick Taylor and Frederick I. Case. 2 vols. Champaign: University of Illinois Press, 2013, vol. 1. 525-534

2013

“From Canada to Jamaica: Miss Lou and the Poetics of Migration.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 230-245.

2012

Davis, Andrea and James, Carl E. “Introduction.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 10-12.

2012

“Project Groundings: Canadian and Jamaican Youth (Re)Define Violence.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 329-342.

2012

'Rearticulations, Reconnections and Refigurations: Writing Africa Through the Americas.' Africa and Trans-Atlantic Memories: Literary and Aesthetic manifestations of Diaspora and History. Ed. NaanaOpoku-Agyemang, Paul E. Lovejoy and David V. Trotman. Trenton, New Jersey: Africa World Press, 2008. 275-290.

2008

'A Feminist Exploration in African Canadian Literature.' Multiple Lenses: Voices From the African Diaspora Located in Canada. Ed. David Divine. Newcastle: Cambridge Scholars Publishing, 2007. 250-261.

2007

'Sex and the Nation: Performing Black Female Sexuality in Canadian Theatre.' African-Canadian Theatre. Ed. Maureen Moynagh. Toronto: Playwrights Canada Press, 2005. 107-122

2005

Book Reviews

Publication
Year

“Narrating Black Canada.” Book review essay: Paul Barrett, Blackening Canada: Diaspora, Race, Multiculturalism, University of Toronto Press, 2015, 256 pp.; and Harvey Amani Whitfield, North to Bondage: Loyalist Slavery in the Maritimes, University of British Colombia Press, 2016, 192 pp.

2017

The Black Atlantic Reconsidered: Black Canadian Writing, Cultural History, and the Presence of the Past by Winfried Siemerling. Literature & History 25:2 (November 2016) 214-216.

2016

Healing Cultures: Art and Religion as Curative Practices in the Caribbean and its Diaspora edited by Margarite Fernández Olmos and Lizabeth Paravisini-Gebert. Canadian Journal of Latin American and Caribbean Studies 31:61 (2006) 261-263.

2006

The Swinging Bridge by Ramabai Espinet. MaComère: Journal of the Association of Caribbean Women Writers and Scholars vol. 7 (2005) 183-186.

2005

In Praise of New Travelers: Reading Caribbean Migrant Women’s Writing by Isabel Hoving. Resources for Feminist Research 29:3/4 (2002) 258-260.

2002

The Heart Does not Bend by Makeda Silvera. MaComère: Journal of the Association of Caribbean Women Writers and Scholars 5 (2002) 253-255.

2002

Journal Articles

Publication
Year

“Un/Belonging in Diasporic Cities: A Literary History of Caribbean Women in London and Toronto.” Caribbean Review of Gender Studies 13 (June 2019) 17-50.

2019

"The Black Woman Native Speaking Subject: Reflections of a Black Female Professor in Canada." Atlantis: Critical Studies in Gender, Culture and Social Justice 39.1 (2018): 70-78.

2018

“‘The Real Toronto’: Black Youth Experiences and the Narration of the Multicultural City.”
Journal of Canadian Studies 51:3 (Fall 2017) 725-748.

2017

James, Carl E. and Andrea Davis, “Jamaican Males’ Readings of Masculinities and the Relationship to Violence.” Caribbean Review of Gender Studies, Vulnerability, Persistence and Destabilization of Dominant Masculinities, ed. Crichlow et al, 8 (December 2014) 79-112.

2014

James, Carl E. and Andrea Davis, “Instructive Episodes: The Shifting Positions of the Jamaican Diaspora in Canada.” Journal of Education and Development in the Caribbean 14:1 (spring 2012) 1-26. (published fall 2015)

2012

'Black Canadian Literature as Diaspora Transgression: The Second Life of Samuel Tyne.' TOPIA: Canadian Journal of Cultural Studies. Ed. Jenny Burman. Spec. issue of Diasporic Pasts and Futures: Transnational Cultural Studies in Canada 17 (Spring 2007): 31-49.

2007

'Translating Narratives of Masculinity Across Borders: A Jamaican Case Study.' Caribbean Quarterly. Ed. Taitu Heron and Hilary Nicholson. Spec issue of Unraveling Gender, Development and Civil Society in the Caribbean 52.2-3 (June-Sept. 2006): 22-38.

2006

'We Have Historically Been ‘Rooted’ in/Routed to this Place and we are Here to Stay: Women’s Voices in Black Canadian Literature.' NEW DAWN: Journal of Black Canadian Studies 1.1 (Spring 2006): 68-74.

2006

'Diaspora, Citizenship and Gender: Challenging the Myth of the Nation in African Canadian Women’s Literature.' Canadian Woman Studies 23.2 (2004): 64-69.

2004

Forthcoming

Publication
Year

Horizon, Sea, Sound: A Post/Diaspora Critique of the Nation (under contract with Northwestern University Press)

2020

Approach to Teaching


As a researcher and educator, teaching has always been one of my passions. The research I do has little meaning if it cannot engage meaningful dialogues about who we are and who we hope to become. For many students coming to African Diaspora Studies, their learning is a personal journey. They are seeking answers to questions that have historically been silenced or ignored within North American high school systems—questions that are difficult and painful to articulate. For many of these students my courses are the first chances they have to critically engage discussions about black history and cultures in the African diaspora. While that is an important liberating experience for students, it is also a difficult process because it can lead to pain, anger, frustration and intolerance. It is intolerance and not pain that most inhibits learning. Pain and anger can lead to critical inquiry and self-criticism. Intolerance silences and closes off the avenues of communication. I have had, then, to be acutely sensitive to the power dynamics operating within the classroom and critical of my own self-positioning. Liberating strategies are of no value if they empower one set of speakers only to silence another. With this in mind, I consciously work towards the creation of a learning space where students can articulate alternative perspectives, where each voice can be mutually respected, and where we can accept both the important points at which we meet and the necessary junctures at which our experiences diverge. I am deeply committed not only to a feminist pedagogy but to an anti-oppressive pedagogy that recognizes difference within and across communities and is sensitive to the multiple performances of race, gender, color, class and sexuality operating within the specific boundaries of the university as well as within wider North American societies. Teaching is a difficult task, if only because in my own learning I often have to face “truths” I would rather not acknowledge. Teaching is also enormously rewarding. I believe, like bell hooks, in the efficacy of an “engaged pedagogy.” The research, the texts, the discussions in the classroom, all have meaning way beyond the context of the university and the academic requirements of an undergraduate degree. The expectations and needs are multiple and varied, and I have to accept that they cannot all be met. I do not have many answers, but I can facilitate the processes of interchange; I can open up the dialogue and help students push the boundaries and break down some of the barriers.


Current Courses

Term Course Number Section Title Type
Fall/Winter 2019 AP/HUMA1300 9.0 A Cultures of Resistance in the Americas TUTR
Fall/Winter 2019 AP/HUMA1300 9.0 A Cultures of Resistance in the Americas LECT



Andrea A. Davis is an associate professor in the Department of Humanities, where she is also currently the Chair and coordinator of the Black Canadian Studies Certificate. She teaches and supervises in literatures and cultures of the Black Americas and holds cross-appointments in the graduate programs in English; Interdisciplinary Studies; and Gender, Feminist and Women’s Studies.

She is an accomplished teacher who has won several teaching awards, including the 2017 President's University-Wide Teaching Award and the 2012 Ian Greene Award for teaching excellence. Her research focuses on the literary productions of Black women in the Americas. She is particularly interested in the intersections of the literatures of the Caribbean, the United States and Canada and her work encourages an intertextual cross-cultural dialogue about Black women's experiences in diaspora. She is currently working on a comparative study that theorizes the tropes of the horizon, sea and sound in African and Caribbean women’s texts in Canada. She is former interim director of the Centre for Research on Latin America and the Caribbean (CERLAC) and a research fellow at the Harriet Tubman Institute for Research on Africa and its Diasporas. Her SSHRC-funded research on youth violence, housed at CERLAC, was profiled in the Council of Ontario Universities' Research Matters campaign in 2012-2013.

Degrees

PhD, York University
MA, York University
BA (first class hons.), University of the West Indies, Mona Campus

Research Interests

, Caribbean, African American and Black Canadian Literatures and Theatre, African Diaspora Studies, Black Cultural and Feminist Studies, Youth Studies

Current Research Projects

Rights for Children and Youth Partnership

    Summary:

    This multi-faceted, multi-year Rights for Children and Youth Partnership (RCYP) project responds to the 2006 United Nations World Report on Violence Against Children's recommendation of developing and implementing systematic national data collection and research.

    Description:

    The partnership brings together 12 universities, 13 partners and 20 collaborators from Central America, the Caribbean and their Diasporas in Canada to explore five themes: analysis of legal, socio-economic and social protection policies; immigration dynamics; different forms of violence against children and youth; the institutional practices of educational, protective and judicial systems; and uses of social media. The project’s long term objectives are to develop a thorough understanding of the social, political, economic, and social factors that contribute to transgressions against children, to advise policy-makers and service providers on effective strategies that promote safety and resiliency among youth, and to contribute to the creation of evidence-based policies and institutional practices that address violence against children and youth.

    Project Type: Funded
    Role: Collaborator and member of of education sub-team in stream four, Understanding the Institutional Practices of Educational, Protective and the Judicial Systems

    Start Date:
      Month: Jul   Year: 2015

    End Date:
      Month: Jun   Year: 2021

    Collaborator: Henry Parada
    Collaborator Institution: Ryerson University
    Collaborator Role: Principal Investigator

    Funders:
    SSHRC
Professional Development Workshops, Kingston College, Jamaica

    Summary:

    This project provided training development for high school teachers in Kingston, Jamaica, and was a partnership between the Centre for Research on Latin America and the Caribbean (CERLAC), the York Centre for Education and Community (YCEC), and the Faculty of Education at York University.

    Description:

    The project facilitated a series of discussions with practicing teachers and administrators to formulate best teaching practices grounded within the social and cultural contexts of Jamaica and the unique needs of Kingston College, specifically in the teaching of adolescent boys. The project emerged out of and was guided by findings from the SSHRC partnership development grant, "Youth and Community Development in Canada and Jamaica."

    Project Type: Funded
    Role: Co-researcher/facilitator with Carl James

    Start Date:
      Month: Aug   Year: 2014

    End Date:
      Month: Aug   Year: 2015

    Collaborator: Carl James
    Collaborator Institution: York Centre for Education and Community
    Collaborator Role: Co-Researcher and Facilitator

    Funders:
    SSHRC
Youth and Community Development in Canada and Jamaica: A Transnational Approach to Youth Violence

    Summary:

    The project brought together three community organizations and 18 researchers from six universities in Canada and Jamaica, organized in three research clusters. It sought to realize critical social improvements in the lives of youth, ages 16 to 29, by exploring new approaches to research on the effects of violence on Black youth.

    Description:

    The partnership situated its team of Canadian and Jamaican researchers and community workers within an emerging body of research that confirms the success of culturally based programs in encouraging youth and broad civic engagement. The partnership expanded this existing research in two important ways. First, it included a transnational approach between the two countries. The goal was to examine whether positive youth engagement through the arts might be further enhanced for Black youth in Canada and Jamaica by bringing these youth into conversations across their intersecting national and cultural borders. Second, by using an approach that combined art-based programs with social history and literature, the partnership expanded the research field by seeking to determine whether a greater understanding of Jamaican society might help Black Toronto youth achieve the positive identity formation needed to challenge the effects of anti-Black racism.

    Findings from the project confirmed that Black youth in Canada identify anti-Black racism as the most pervasive and damaging form of violence they face, particularly as expressed in the educational system and labour market, as well as through differential treatment based on class, age, gender and geographical location. Jamaican youth (both urban and rural) identified class-based oppression as the most oppressive form of violence they experience on a daily basis.

    Project Type: Funded
    Role: Principal Investigator

    Start Date:
      Month: Jul   Year: 2011

    End Date:
      Month: Apr   Year: 2014

    Collaborator: Vermonja Alston; Erna Brodber; Karen Burke; Mirna Carranza; Peter Cumming; Donald Davis; Asheda Dwyer; Honor Ford-Smith; Cecil Foster; Carl James; Michele Johnson; Donna Hope; Naila Keleta Mae; Richard Maclure; Jalani Niaah; Sonja Stanley Niaah; L'Antoinette Osunide Stines; Ronald Westray
    Collaborator Institution: McMaster University; University of Guelph; University of Waterloo; University of Ottawa; University of the West Indies (Mona); Nia Centre for the Arts; Jamaica Youth Theatre; Woodside Community Action Group
    Collaborator Role: Co-researchers and partners

    Funders:
    SSHRC
Canada-Jamaica Connections

    Summary:

    This project researched and recorded the diverse experiences and contributions of Jamaicans living in Canada and culminated in an anthology and conference that coincided with the commemoration of the 50th anniversary of Jamaica’s Independence from Britain in 2012.

    Description:

    The fiftieth anniversary of Jamaica’s independence, celebrated in 2012, allowed Jamaicans in the island and abroad an opportunity to reflect on the achievements of this small island nation in the relatively short period of its existence. Perhaps most significantly, Jamaica’s increasingly powerful influence on global cultures cannot go unremarked. The growth of Jamaican diasporas beyond Britain to the United States, Canada and West Africa, beginning shortly after Independence, has served to strengthen Jamaica’s global reach, so that today Jamaica’s cultural, economic and political achievements are felt way beyond its national borders. This collection of essays acknowledges the immense and widespread contributions of Jamaica and Jamaicans to Canadian society. Directed to both academic (researchers, teachers, students) and non-academic audiences (general public, governments, media), the anthology explores the various interconnections between Jamaica and Canada, paying attention to the countries’ shared colonial and commonwealth relations. Importantly, the collection seeks to build knowledge and understanding between the two countries. By mapping Jamaica’s contributions to Canadian development from a trans-Canada perspective, from British Columbia in western Canada to Nova Scotia in the Maritimes, these essays allow us to articulate a new understanding of engaged multicultural citizenship that positions Jamaica as integral, rather than marginal, to Canada’s developed economy. By engaging a diverse range of Jamaican racial and ethnic perspectives, the collection also seeks to reveal the complexity and richness of Jamaican cultural influences.

    Project Type: Funded
    Role: Co-Investigator with Carl E. James

    Start Date:
      Month: Sep   Year: 2011

    End Date:
      Month: Dec   Year: 2012

    Collaborator: Carl James
    Collaborator Institution: York Centre for Education and Community
    Collaborator Role: Co-Investigator

    Funders:
    IDRC

All Publications


Book Chapters

Publication
Year

“Women and Healing in Anglophone Caribbean Literature.” Encyclopedia of Caribbean Religions. Ed. Patrick Taylor and Frederick I. Case. 2 vols. Champaign: University of Illinois Press, 2013, vol. 1. 525-534

2013

“From Canada to Jamaica: Miss Lou and the Poetics of Migration.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 230-245.

2012

Davis, Andrea and James, Carl E. “Introduction.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 10-12.

2012

“Project Groundings: Canadian and Jamaican Youth (Re)Define Violence.” Jamaica in the Canadian Experience: A Multiculturalizing Presence. Eds. Carl E. James and Andrea Davis. Halifax, Nova Scotia: Fernwood Publishing, 2012. 329-342.

2012

'Rearticulations, Reconnections and Refigurations: Writing Africa Through the Americas.' Africa and Trans-Atlantic Memories: Literary and Aesthetic manifestations of Diaspora and History. Ed. NaanaOpoku-Agyemang, Paul E. Lovejoy and David V. Trotman. Trenton, New Jersey: Africa World Press, 2008. 275-290.

2008

'A Feminist Exploration in African Canadian Literature.' Multiple Lenses: Voices From the African Diaspora Located in Canada. Ed. David Divine. Newcastle: Cambridge Scholars Publishing, 2007. 250-261.

2007

'Sex and the Nation: Performing Black Female Sexuality in Canadian Theatre.' African-Canadian Theatre. Ed. Maureen Moynagh. Toronto: Playwrights Canada Press, 2005. 107-122

2005

Book Reviews

Publication
Year

“Narrating Black Canada.” Book review essay: Paul Barrett, Blackening Canada: Diaspora, Race, Multiculturalism, University of Toronto Press, 2015, 256 pp.; and Harvey Amani Whitfield, North to Bondage: Loyalist Slavery in the Maritimes, University of British Colombia Press, 2016, 192 pp.

2017

The Black Atlantic Reconsidered: Black Canadian Writing, Cultural History, and the Presence of the Past by Winfried Siemerling. Literature & History 25:2 (November 2016) 214-216.

2016

Healing Cultures: Art and Religion as Curative Practices in the Caribbean and its Diaspora edited by Margarite Fernández Olmos and Lizabeth Paravisini-Gebert. Canadian Journal of Latin American and Caribbean Studies 31:61 (2006) 261-263.

2006

The Swinging Bridge by Ramabai Espinet. MaComère: Journal of the Association of Caribbean Women Writers and Scholars vol. 7 (2005) 183-186.

2005

In Praise of New Travelers: Reading Caribbean Migrant Women’s Writing by Isabel Hoving. Resources for Feminist Research 29:3/4 (2002) 258-260.

2002

The Heart Does not Bend by Makeda Silvera. MaComère: Journal of the Association of Caribbean Women Writers and Scholars 5 (2002) 253-255.

2002

Books

Publication
Year

Davis, Andrea A. Horizon, Sea, Sound: A Post/Diaspora Critique of the Nation (under contract with Northwestern University Press)

2020

James, Carl E., and Davis, Andrea (eds.) Jamaica in the Canadian Experience: A Multiculturalizing Presence. Halifax, Nova Scotia: Fernwood Publishing, 2012.

2012

Journal Articles

Publication
Year

“Un/Belonging in Diasporic Cities: A Literary History of Caribbean Women in London and Toronto.” Caribbean Review of Gender Studies 13 (June 2019) 17-50.

2019

"The Black Woman Native Speaking Subject: Reflections of a Black Female Professor in Canada." Atlantis: Critical Studies in Gender, Culture and Social Justice 39.1 (2018): 70-78.

2018

“‘The Real Toronto’: Black Youth Experiences and the Narration of the Multicultural City.”
Journal of Canadian Studies 51:3 (Fall 2017) 725-748.

2017

James, Carl E. and Andrea Davis, “Jamaican Males’ Readings of Masculinities and the Relationship to Violence.” Caribbean Review of Gender Studies, Vulnerability, Persistence and Destabilization of Dominant Masculinities, ed. Crichlow et al, 8 (December 2014) 79-112.

2014

James, Carl E. and Andrea Davis, “Instructive Episodes: The Shifting Positions of the Jamaican Diaspora in Canada.” Journal of Education and Development in the Caribbean 14:1 (spring 2012) 1-26. (published fall 2015)

2012

'Black Canadian Literature as Diaspora Transgression: The Second Life of Samuel Tyne.' TOPIA: Canadian Journal of Cultural Studies. Ed. Jenny Burman. Spec. issue of Diasporic Pasts and Futures: Transnational Cultural Studies in Canada 17 (Spring 2007): 31-49.

2007

'Translating Narratives of Masculinity Across Borders: A Jamaican Case Study.' Caribbean Quarterly. Ed. Taitu Heron and Hilary Nicholson. Spec issue of Unraveling Gender, Development and Civil Society in the Caribbean 52.2-3 (June-Sept. 2006): 22-38.

2006

'We Have Historically Been ‘Rooted’ in/Routed to this Place and we are Here to Stay: Women’s Voices in Black Canadian Literature.' NEW DAWN: Journal of Black Canadian Studies 1.1 (Spring 2006): 68-74.

2006

'Diaspora, Citizenship and Gender: Challenging the Myth of the Nation in African Canadian Women’s Literature.' Canadian Woman Studies 23.2 (2004): 64-69.

2004

Forthcoming

Publication
Year

Horizon, Sea, Sound: A Post/Diaspora Critique of the Nation (under contract with Northwestern University Press)

2020

Approach to Teaching


As a researcher and educator, teaching has always been one of my passions. The research I do has little meaning if it cannot engage meaningful dialogues about who we are and who we hope to become. For many students coming to African Diaspora Studies, their learning is a personal journey. They are seeking answers to questions that have historically been silenced or ignored within North American high school systems—questions that are difficult and painful to articulate. For many of these students my courses are the first chances they have to critically engage discussions about black history and cultures in the African diaspora. While that is an important liberating experience for students, it is also a difficult process because it can lead to pain, anger, frustration and intolerance. It is intolerance and not pain that most inhibits learning. Pain and anger can lead to critical inquiry and self-criticism. Intolerance silences and closes off the avenues of communication. I have had, then, to be acutely sensitive to the power dynamics operating within the classroom and critical of my own self-positioning. Liberating strategies are of no value if they empower one set of speakers only to silence another. With this in mind, I consciously work towards the creation of a learning space where students can articulate alternative perspectives, where each voice can be mutually respected, and where we can accept both the important points at which we meet and the necessary junctures at which our experiences diverge. I am deeply committed not only to a feminist pedagogy but to an anti-oppressive pedagogy that recognizes difference within and across communities and is sensitive to the multiple performances of race, gender, color, class and sexuality operating within the specific boundaries of the university as well as within wider North American societies. Teaching is a difficult task, if only because in my own learning I often have to face “truths” I would rather not acknowledge. Teaching is also enormously rewarding. I believe, like bell hooks, in the efficacy of an “engaged pedagogy.” The research, the texts, the discussions in the classroom, all have meaning way beyond the context of the university and the academic requirements of an undergraduate degree. The expectations and needs are multiple and varied, and I have to accept that they cannot all be met. I do not have many answers, but I can facilitate the processes of interchange; I can open up the dialogue and help students push the boundaries and break down some of the barriers.


Current Courses

Term Course Number Section Title Type
Fall/Winter 2019 AP/HUMA1300 9.0 A Cultures of Resistance in the Americas TUTR
Fall/Winter 2019 AP/HUMA1300 9.0 A Cultures of Resistance in the Americas LECT