Andrea Daley is Associate Professor in the Faculty of Social Work, York University. Andrea received her B.S.W. and M.S.W. at York University. She brings to the School of Social Work extensive experience as a mental health clinician within the areas of community mental health, and working with consumer/survivor and LGBT communities.

Research Interests

• Social Sciences and Humanities Research Council of Canada Doctoral Fellowship, $20,000 2006-2007 - 2006-2007
• Royal Bank Fellowship, $10,000 2005-2006 - 2005-2006
• Ontario Training Program in Health Services and Policy Research Training Fellowship, $6,000 2005-2006 - 2005-2006
• Ontario Graduate Scholarship, $15,000 2004-2005 - 2004-2005
• Comparative  Program on Health and Society Lupina/OGS Doctoral Fellowship, Munk Centre for International Studies, University of Toronto, $5,000 2004-2005 - 2004-2005
• Ontario Training Program in Health Services and Policy Research Training Fellowship, $5,000 2004-2005 - 2004-2005
• Ontario Graduate Scholarship, $15,000 2003-2004 - 2003-2004
• University of Toronto Fellowship, $3,150 2003-2004 - 2003-2004
• Faculty of Arts In-Course Scholarship, York University, Toronto 1991-1992 - 1991-1992  
• Faculty of Arts Sessional Academic Achievement List, York University, Toronto 1991-1992 - 1991-1992  
• Faculty of Arts In-Course Scholarship, York University, Toronto 1990-1991 - 1990-1991
• Faculty of Arts Sessional Academic Achievement List, York University, Toronto 1990-1991 - 1990-1991
• Content, Clarity, Context Award. Women’s College Research Institute Graduate Student Research Day in Women’s Health. Toronto, ON 2007 - 2007
• Nomination for a Thesis Prize, York University, Toronto 1998 - 1998
• First runner-up in the English-language section of the Vision Canada student manuscript competition held by the Canadian Social Work Review. 1998 - 1998

Current Research Projects

Approach to Teaching

To begin, my philosophy of teaching is rooted in a conceptualization of the learner in context. By this I mean understanding learners as not simply disembodied minds but rather embodied minds; learners are gendered, raced, and able-bodied or not, sexualized, and classed beings. This means that within the learning context learners will bring their unique lived experiences and will engage with each other, the content, and me in different ways. Thus, each learner’s experience of learning will be unique and relational. In the classroom, I model this conceptualization via my introduction to students. During my introduction I locate myself as a white, well-educated, middle-class, lesbian/queer woman through discussions about my social work practice areas, education, and research interests. Beginning with the learner in this way moves me beyond a discussion of adult learning styles, however relevant, towards recognition of the university classroom as a microcosm of societal power dynamics based on gender, sexuality, race, class and ability, among other social locations. I approach the learning environment as a critical space; that within this critical space learning is best facilitated through processes of critical thinking and critical reflection. I facilitate critical thinking and critical reflection through a dialectical process whereby students are challenged through questioning to look beneath the surface of course content to uncover assumptions made by the author(s), to analyze how they read course material from their unique social locations and perspectives, and how they develop their own philosophy and critique of social work theory and practice. Critical thinking and critical reflection is also advanced through the use of journal assignments and small group discussions. Small group discussions play an important role in sustaining connection among students and promoting a relational aspect to learning within this critical space. My desire for students is that engaging in critical thinking and critical reflection will be empowering and transformative. That learning to think critically will move them beyond a well-taught need to learn with certainty – the need to learn the “right thing”; “how to do it”; “the right intervention” – towards an ability to tolerate uncertainty and ambiguity as they rely on the experiences and knowledge of others to explore possibilities while developing a confident position towards their own knowledge, and the relevancy of their lived experience. My desire for students is that learning is experienced as an “engaged” scholarship, and that they are able to integrate critical thinking and critical reflection in their developing social work philosophy and practice. In July 2013 I completed training with the Inside-Out Prison Exchange Program (http://www.insideoutcenter.org/).This was the first Inside-Out training offered in Canada with the home base for Inside-Out Canada at the Lyle S. Hallman Faculty of Social Work at Wilfred Laurier University (Kitchener-Waterloo). (http://www.wlu.ca/homepage.php?grp_id=13428) . This training opportunity reflected and reinforced many aspects of my philosophy of training while enhanced my ability to work within anti-oppressive and critical frames with students towards the co-creation of classroom communities to facilitate dialogue, critical thinking and collaboration.

Andrea Daley is Associate Professor in the Faculty of Social Work, York University. Andrea received her B.S.W. and M.S.W. at York University. She brings to the School of Social Work extensive experience as a mental health clinician within the areas of community mental health, and working with consumer/survivor and LGBT communities.

My research interests include health services access and equity for diversely situated lesbian, gay, bisexual, transgender and queer (LGBTQ)people and examining the productive effect of gendered, sexualized, raced and classed norms in psychiatric discourses, particularly in the context of in-patient documentation (charting) practices. I have been involved in advocacy work within LGBTQ communities, particularly within the area of LGBTQ health. More recently, I have been working as an ally with consumer/survivor and mad communities to examine and develop responses to violence acted upon consumer/survivor/ex-clients of the psychiatric and mental health system. Other research interests include critical research methodologies and community-based research collaborations.

Degrees

Professional Leadership

Seminars, Workshops and Community Training
Kitty Lundy Memorial Lecture, York University, Toronto ON, March 2013. Workshop organizer and leader. Full day workshop including two keynote speakers and three panel presentations with university (student, staff, faculty) and community-based (health and social service organizations, advocates, activists) participants. Key focus: Mental health and social equity. Key element of the workshop was to engage participants in dialogue related to social justice and mental health and to build Community/University relations. 'Notions of ‘Normality’/’Abnormality’: Social Justice and Equity in Mental Health,’ Presentation: “Abnormalization of LGBTQs: A Critical Analysis of the DSM 5 Review,” with Mulè, N. at Kitty Lundy Memorial Lecture, York University, Toronto, Ontario, Canada, March, 2013. Daley, A., & MacDonnell, J. “Access & Equity in Home Care: Enhancing Access for Diverse & LGBT Communities” Workshop. Toronto, ON, November, 2010. Daley, A., & Shaikh, S. “Pedagogy and Practice – Diversity and Intersectionality in Social Work.” School of Social Work, York University. Toronto, ON, March 2010. Daley, A., & Costa, L. “Crazy Talk: Women, Sexuality and Psychiatry.” Women’s Counselling, Referral and Education Centre Annual General Meeting, Toronto, ON, November, 2009.

Community Contributions

2012-Present Member Psychiatric Disabilities Anti-Violence Coalition Toronto, Ontario 2001-Present Member Rainbow Health Ontario, Toronto, Ontario 2005-2006 Chairperson Rainbow Health Network, Toronto Social Determinants of Health and Well-being Committee 2008-2009 Steering Committee Member (Advocacy) Rainbow Health Network, Toronto Sub-committee of the Rainbow Health Network that advocates for health care policy and service delivery change. 2004-2010 Community Advisory Committee David Kelley HIV/AIDS and LGBT Community Counselling Programs Family Service Toronto, Toronto 1998-2003 Volunteer Counsellor Family Service Association of Toronto, David Kelley LGBT Community Counselling Program, Toronto

Research Interests

Awards

• Social Sciences and Humanities Research Council of Canada Doctoral Fellowship, $20,000 2006-2007 - 2006-2007
• Royal Bank Fellowship, $10,000 2005-2006 - 2005-2006
• Ontario Training Program in Health Services and Policy Research Training Fellowship, $6,000 2005-2006 - 2005-2006
• Ontario Graduate Scholarship, $15,000 2004-2005 - 2004-2005
• Comparative  Program on Health and Society Lupina/OGS Doctoral Fellowship, Munk Centre for International Studies, University of Toronto, $5,000 2004-2005 - 2004-2005
• Ontario Training Program in Health Services and Policy Research Training Fellowship, $5,000 2004-2005 - 2004-2005
• Ontario Graduate Scholarship, $15,000 2003-2004 - 2003-2004
• University of Toronto Fellowship, $3,150 2003-2004 - 2003-2004
• Faculty of Arts In-Course Scholarship, York University, Toronto 1991-1992 - 1991-1992  
• Faculty of Arts Sessional Academic Achievement List, York University, Toronto 1991-1992 - 1991-1992  
• Faculty of Arts In-Course Scholarship, York University, Toronto 1990-1991 - 1990-1991
• Faculty of Arts Sessional Academic Achievement List, York University, Toronto 1990-1991 - 1990-1991
• Content, Clarity, Context Award. Women’s College Research Institute Graduate Student Research Day in Women’s Health. Toronto, ON 2007 - 2007
• Nomination for a Thesis Prize, York University, Toronto 1998 - 1998
• First runner-up in the English-language section of the Vision Canada student manuscript competition held by the Canadian Social Work Review. 1998 - 1998

Approach to Teaching

To begin, my philosophy of teaching is rooted in a conceptualization of the learner in context. By this I mean understanding learners as not simply disembodied minds but rather embodied minds; learners are gendered, raced, and able-bodied or not, sexualized, and classed beings. This means that within the learning context learners will bring their unique lived experiences and will engage with each other, the content, and me in different ways. Thus, each learner’s experience of learning will be unique and relational. In the classroom, I model this conceptualization via my introduction to students. During my introduction I locate myself as a white, well-educated, middle-class, lesbian/queer woman through discussions about my social work practice areas, education, and research interests. Beginning with the learner in this way moves me beyond a discussion of adult learning styles, however relevant, towards recognition of the university classroom as a microcosm of societal power dynamics based on gender, sexuality, race, class and ability, among other social locations. I approach the learning environment as a critical space; that within this critical space learning is best facilitated through processes of critical thinking and critical reflection. I facilitate critical thinking and critical reflection through a dialectical process whereby students are challenged through questioning to look beneath the surface of course content to uncover assumptions made by the author(s), to analyze how they read course material from their unique social locations and perspectives, and how they develop their own philosophy and critique of social work theory and practice. Critical thinking and critical reflection is also advanced through the use of journal assignments and small group discussions. Small group discussions play an important role in sustaining connection among students and promoting a relational aspect to learning within this critical space. My desire for students is that engaging in critical thinking and critical reflection will be empowering and transformative. That learning to think critically will move them beyond a well-taught need to learn with certainty – the need to learn the “right thing”; “how to do it”; “the right intervention” – towards an ability to tolerate uncertainty and ambiguity as they rely on the experiences and knowledge of others to explore possibilities while developing a confident position towards their own knowledge, and the relevancy of their lived experience. My desire for students is that learning is experienced as an “engaged” scholarship, and that they are able to integrate critical thinking and critical reflection in their developing social work philosophy and practice. In July 2013 I completed training with the Inside-Out Prison Exchange Program (http://www.insideoutcenter.org/).This was the first Inside-Out training offered in Canada with the home base for Inside-Out Canada at the Lyle S. Hallman Faculty of Social Work at Wilfred Laurier University (Kitchener-Waterloo). (http://www.wlu.ca/homepage.php?grp_id=13428) . This training opportunity reflected and reinforced many aspects of my philosophy of training while enhanced my ability to work within anti-oppressive and critical frames with students towards the co-creation of classroom communities to facilitate dialogue, critical thinking and collaboration.