- President & CEO: Mosaic Cross-Cultural Solutions
www.crossculturalmosaic.com
221 Queen Street, Kingston, ON, K7K 1B4
817 Blackburn Mews
Kingston, ON
K7P 3N6
- Race and Racism, Critical Whiteness Studies, Southeast Asian Studies, East Asian Studies, Narrative Research, Autoethnography, and 6 moreBlack Studies Or African American Studies, Urban Education, Teacher Education, Urban Teacher Education, Organizational Culture, and Organizational Behavior(Black Studies Or African American Studies, Urban Education, Teacher Education, Urban Teacher Education, Organizational Culture, and Organizational Behavior)edit
- Dr. Anita Jack-Davies is a cross-cultural expert who brings over 20 years experience in field of diversity management... moreDr. Anita Jack-Davies is a cross-cultural expert who brings over 20 years experience in field of diversity management to her role as Management Consultant: Culture & Operations at R/GA, a global digital and marketing agency located in Manhattan, NYC. Dr. Jack-Davies earned a PhD in urban teacher education from Queen’s University, with a concentration in Cultural and Policy Studies.
After graduation, she taught undergraduate courses in the areas of Black Feminisms, Feminist Pedagogies and Race and Racism as Adjunct Assistant Professor. In 2011, she launched Mosaic Cross-Cultural Solutions, a workplace diversity consulting firm focused on DEI strategic planning and leadership development for not-for-profit organizations. Clients include the Royal Canadian Mounted Police, Global Affairs Canada, the Privy Council of Canada, Corrections Canada, City of Kingston, Kingston Police, Durham Police, Ministry of Education, Queen's University and Ryerson University.
As part of her consulting business, Dr. Jack-Davies launched Badges2Bridges, a law enforcement education and training program aimed at teaching police officers how to work with low income and minority communities.
Dr. Jack-Davies has appeared on the CTV National News and the CBC Radio discussing workplace inclusion. She is the author of Lawrencia’s Last Parang: On Loss and Belonging as a Black woman in Canada (Inanna Publishing, June 2023). Contact Dr. Jack-Davies via email for media and other inquiries.(Dr. Anita Jack-Davies is a cross-cultural expert who brings over 20 years experience in field of diversity management to her role as Management Consultant: Culture & Operations at R/GA, a global digital and marketing agency located in Manhattan, NYC. Dr. Jack-Davies earned a PhD in urban teacher education from Queen’s University, with a concentration in Cultural and Policy Studies. <br /> <br />After graduation, she taught undergraduate courses in the areas of Black Feminisms, Feminist Pedagogies and Race and Racism as Adjunct Assistant Professor. In 2011, she launched Mosaic Cross-Cultural Solutions, a workplace diversity consulting firm focused on DEI strategic planning and leadership development for not-for-profit organizations. Clients include the Royal Canadian Mounted Police, Global Affairs Canada, the Privy Council of Canada, Corrections Canada, City of Kingston, Kingston Police, Durham Police, Ministry of Education, Queen's University and Ryerson University. <br /> <br />As part of her consulting business, Dr. Jack-Davies launched Badges2Bridges, a law enforcement education and training program aimed at teaching police officers how to work with low income and minority communities. <br /> <br />Dr. Jack-Davies has appeared on the CTV National News and the CBC Radio discussing workplace inclusion. She is the author of Lawrencia’s Last Parang: On Loss and Belonging as a Black woman in Canada (Inanna Publishing, June 2023). Contact Dr. Jack-Davies via email for media and other inquiries.)edit
Research Interests:
Doctoral Dissertation.
Research Interests:
In this keynote address, I explore racial microaggressions that Black male and female lawyers experience in the workplace and discuss strategies to manage them.
Research Interests: Black Studies Or African American Studies, Law, Gender Studies, Legal Profession, Race and Racism, and 15 moreCritical Race Theory, Identity (Culture), Race and Ethnicity, Stereotypes and Prejudice, Lawyers, Sociology of Professions, Cultural Diversity, Black Women's Studies, Racial and ethnic discrimination, Canadian Culture & Identity, Critical Race Feminism, Microaggressions, Corporate culture, Gender Bias, and Workplace health and safety(Critical Race Theory, Identity (Culture), Race and Ethnicity, Stereotypes and Prejudice, Lawyers, Sociology of Professions, Cultural Diversity, Black Women's Studies, Racial and ethnic discrimination, Canadian Culture & Identity, Critical Race Feminism, Microaggressions, Corporate culture, Gender Bias, and Workplace health and safety)
(Critical Race Theory, Identity (Culture), Race and Ethnicity, Stereotypes and Prejudice, Lawyers, Sociology of Professions, Cultural Diversity, Black Women's Studies, Racial and ethnic discrimination, Canadian Culture & Identity, Critical Race Feminism, Microaggressions, Corporate culture, Gender Bias, and Workplace health and safety)
After the George Floyd murder, I reflect on anti-Black racism in a university context, based on my experience as a graduate student, staff member and now, university administrator. This article is hard hitting and may be upsetting to... more
After the George Floyd murder, I reflect on anti-Black racism in a university context, based on my experience as a graduate student, staff member and now, university administrator. This article is hard hitting and may be upsetting to some readers.
Research Interests: Cultural Geography, Black Studies Or African American Studies, Higher Education, Race and Racism, Parenting, and 15 moreCritical Race Theory, Race and Ethnicity, Cross-Cultural Studies, Alumni Relations, Diversity Management, Black feminism, Spatiality (Cultural geography), Diversity & Inclusion, Culturally relevant pedagogy, Cultural Diversity, Culturally Responsive Teaching and Learning, Police and Policing, Graduate Student, Graduate Studies, and Race and AntiBlackness(Critical Race Theory, Race and Ethnicity, Cross-Cultural Studies, Alumni Relations, Diversity Management, Black feminism, Spatiality (Cultural geography), Diversity & Inclusion, Culturally relevant pedagogy, Cultural Diversity, Culturally Responsive Teaching and Learning, Police and Policing, Graduate Student, Graduate Studies, and Race and AntiBlackness)
(Critical Race Theory, Race and Ethnicity, Cross-Cultural Studies, Alumni Relations, Diversity Management, Black feminism, Spatiality (Cultural geography), Diversity & Inclusion, Culturally relevant pedagogy, Cultural Diversity, Culturally Responsive Teaching and Learning, Police and Policing, Graduate Student, Graduate Studies, and Race and AntiBlackness)
This paper examines the complexities of navigating graduate school as a new mother through the lens of race and gender as a Black woman at at predominantly white university (PWI).
Research Interests: Human Geography, Cultural Geography, Gender Studies, Women's Studies, Feminist Theory, and 15 moreFamily studies, Higher Education, Race and Racism, Parenting, Critical Race Theory, Interracial Families, Black feminism, Gender and Sexuality Studies, Canadian Culture & Identity, Academia, Pregnancy, Doctoral education, Graduate Student, Graduate Studies, and Women in academia
This self-reflexive auto-ethnography explores my experiences with other-mothering as a child born to an unwed mother in Toronto, Canada in the early 1970s. After my birth, I was sent to live on the Caribbean islands of Trinidad and... more
This self-reflexive auto-ethnography explores my experiences with other-mothering as a child born to an unwed mother in Toronto, Canada in the early 1970s. After my birth, I was sent to live on the Caribbean islands of Trinidad and Tobago with my mother’s family. My grandparents assumed the role of my parents and their daughters shared in my upbringing at different points in my life. As a child, I knew that my circumstance was unique because it was clear that my cousins lived in two parent households. Growing up knowing that my biological mother lived in Canada shaped the ways in which I understood my relationships and my status as “quasi-orphan” and displaced, albeit in a context that provided a solid foundation for my sense of self and identity. Using Collin's (2000) concept of other-mothering, I discuss how my grandmother’s death in 2013 deemed me motherless. I share how we prepared for her funeral as a family and the out-of-body experience that I had on the day of her burial. Today, I deal with her loss by forging ties with my aunts, who deem me, at once, niece and sister. I consider the extent to which her loss has solidified my place in our family as I work to fill the void that her passing has created.
Research Interests: Cultural Geography, Canadian Studies, Primary Care, Family studies, Immigration Studies, and 15 moreParenting, Foster Care, Caribbean Studies, The Caribbean, Black feminism, Migration Studies, Third Space, Canadian Culture & Identity, Kinship, Immigrants, Blackness, Black Identity, Trinidad and Tobago, Hyphenated-identity, and Othermothering
This paper examines racism and COVID-19 as it impacts Asian communities by examining "the yellow peril" as a construct. Wherever a pandemic goes xenophobia is never far behind. Since the outbreak of the coronavirus reports of racism... more
This paper examines racism and COVID-19 as it impacts Asian communities by examining "the yellow peril" as a construct.
Wherever a pandemic goes xenophobia is never far behind. Since the outbreak of the coronavirus reports of racism toward East Asian communities have grown apace. This past spring, Asian students at Queen’s University indicated that they were victims of racial discrimination as a result of COVID–19. Their complaints echoed similar incidents of racial discrimination and exclusion of Chinese students at other Canadian universities.
This rise in anti-Asian sentiments is not limited to university campuses. The president of the United States recently yet again called COVID–19 the “China Virus.” While some American officials have tried to downplay the president’s rhetoric, others blamed China’s culture for the virus. Despite consensus among social scientists that race is a social construct, xenophobic attacks on Chinese communities and Asians at large during the pandemic show that race has real life consequences for groups marked as an other.
Wherever a pandemic goes xenophobia is never far behind. Since the outbreak of the coronavirus reports of racism toward East Asian communities have grown apace. This past spring, Asian students at Queen’s University indicated that they were victims of racial discrimination as a result of COVID–19. Their complaints echoed similar incidents of racial discrimination and exclusion of Chinese students at other Canadian universities.
This rise in anti-Asian sentiments is not limited to university campuses. The president of the United States recently yet again called COVID–19 the “China Virus.” While some American officials have tried to downplay the president’s rhetoric, others blamed China’s culture for the virus. Despite consensus among social scientists that race is a social construct, xenophobic attacks on Chinese communities and Asians at large during the pandemic show that race has real life consequences for groups marked as an other.
Research Interests: Epidemiology, Infectious disease epidemiology, Higher Education, Race and Racism, Critical Race Theory, and 15 moreIdentity (Culture), Race and Ethnicity, East Asia, Stereotypes and Prejudice, Public Health Policy, East Asian Studies, Medicine, Cultual Studies, Ebola, Epidemiology and Public Health, Yellow Peril, Racial Stereotype, Model Minority Stereotype, Coronavirus COVID-19, SARS-CoV2/COVID-19:, and COVID-19 PANDEMIC(Identity (Culture), Race and Ethnicity, East Asia, Stereotypes and Prejudice, Public Health Policy, East Asian Studies, Medicine, Cultual Studies, Ebola, Epidemiology and Public Health, Yellow Peril, Racial Stereotype, Model Minority Stereotype, Coronavirus COVID-19, SARS-CoV2/COVID-19:, and COVID-19 PANDEMIC)
(Identity (Culture), Race and Ethnicity, East Asia, Stereotypes and Prejudice, Public Health Policy, East Asian Studies, Medicine, Cultual Studies, Ebola, Epidemiology and Public Health, Yellow Peril, Racial Stereotype, Model Minority Stereotype, Coronavirus COVID-19, SARS-CoV2/COVID-19:, and COVID-19 PANDEMIC)
I have mixed feelings about my experiences in graduate school. As a Black, first-generation Canadian and the first in my family to become a doctoral student, I did not understand the culture of the academy. If I knew then what I know now... more
I have mixed feelings about my experiences in graduate school. As a Black, first-generation Canadian and the first in my family to become a doctoral student, I did not understand the culture of the academy. If I knew then what I know now as an Adjunct Professor teaching part time, I might have made different choices.
Research Interests: Teacher Education, Higher Education, Mentoring, Race and Racism, Doctoral Supervision, and 15 moreCritical Race Theory, Identity (Culture), Culture, Diversity & Inclusion, African American Women and mentoring, Academia, Canadain Univercity, PhD Thesis, Student retention, Doctoral education, Graduate Student, Graduate Studies, Graduation Rates, Othermothering, and Mentorship In Higher Education(Critical Race Theory, Identity (Culture), Culture, Diversity & Inclusion, African American Women and mentoring, Academia, Canadain Univercity, PhD Thesis, Student retention, Doctoral education, Graduate Student, Graduate Studies, Graduation Rates, Othermothering, and Mentorship In Higher Education)
(Critical Race Theory, Identity (Culture), Culture, Diversity & Inclusion, African American Women and mentoring, Academia, Canadain Univercity, PhD Thesis, Student retention, Doctoral education, Graduate Student, Graduate Studies, Graduation Rates, Othermothering, and Mentorship In Higher Education)
This paper describes proposed research for my doctoral dissertation. It asks the critical question, "Why do new teachers fear teaching in urban and 'inner city' contexts" and explores the question through the axes of race and gender.
Research Interests: Critical Theory, Cultural Geography, Media Studies, Feminist Theory, Film Studies, and 15 moreTeacher Education, Critical Race Studies, Poverty, Critical Pedagogy, Learning and Teaching, Urban Education, Critical Race Theory, Multicultural Education, Black feminism, Urban Sociology, Critical Whiteness Studies, Urban Teacher Education, Teacher Education for Inner-City Schools, Gender & urban schools, and Geographies of Schooling(Teacher Education, Critical Race Studies, Poverty, Critical Pedagogy, Learning and Teaching, Urban Education, Critical Race Theory, Multicultural Education, Black feminism, Urban Sociology, Critical Whiteness Studies, Urban Teacher Education, Teacher Education for Inner-City Schools, Gender & urban schools, and Geographies of Schooling)
(Teacher Education, Critical Race Studies, Poverty, Critical Pedagogy, Learning and Teaching, Urban Education, Critical Race Theory, Multicultural Education, Black feminism, Urban Sociology, Critical Whiteness Studies, Urban Teacher Education, Teacher Education for Inner-City Schools, Gender & urban schools, and Geographies of Schooling)
Maclean’s “Too Asian?” article revealed the extent to which issues of race inform the schooling choices of Canadian university students. Steeped in a discourse of privilege and entitlement, the Havergal College students quoted in the... more
Maclean’s “Too Asian?” article revealed the extent to which issues of race inform the schooling choices of Canadian university students. Steeped in a discourse of privilege and entitlement, the Havergal College students quoted in the article discuss their desire to attend universities such as McGill, Queen’s, and Western. The students explain that at these universities white students do not have to “compete” with Asian students and can have more “fun.” In the article, the term “Asian” is not defined, but is used as a coded term for “high academic achievement.” It implies that we all know what the authors mean by their use of the term. The article uses words to essentialize an entire group of people even as it labels all members of that group with particular, fixed skills. That entire universities are labelled as “too Asian” is troubling because it speaks to the self-segregation of white university students. The authors explain that “Rachel” and “Alexandra” do not consider their preferences for universities where Asian student attendance is low to be racist.
Research Interests: Asian Studies, Education, Teacher Education, Higher Education, Race and Racism, and 15 moreCritical Race Theory, Race and Ethnicity, East Asian Studies, Whiteness Studies, Race and Schooling, Social Class, Critical Whiteness Studies, White Privilege, Canada, Critical Race and Whiteness Studies, Privilege and Oppression, Curriculum and Pedagogy, Private Schools, University Admissions, and Undergraduate Admissions(Critical Race Theory, Race and Ethnicity, East Asian Studies, Whiteness Studies, Race and Schooling, Social Class, Critical Whiteness Studies, White Privilege, Canada, Critical Race and Whiteness Studies, Privilege and Oppression, Curriculum and Pedagogy, Private Schools, University Admissions, and Undergraduate Admissions)
(Critical Race Theory, Race and Ethnicity, East Asian Studies, Whiteness Studies, Race and Schooling, Social Class, Critical Whiteness Studies, White Privilege, Canada, Critical Race and Whiteness Studies, Privilege and Oppression, Curriculum and Pedagogy, Private Schools, University Admissions, and Undergraduate Admissions)
This self-reflexive autoethnography explores the tension between my work as an academic/Workplace Diversity Consultant who teaches others about inclusive corporate practices and overhearing my ten year old daughter using stereotypical... more
This self-reflexive autoethnography explores the tension between my work as an academic/Workplace Diversity Consultant who teaches others about inclusive corporate practices and overhearing my ten year old daughter using stereotypical language to describe Indigenous peoples in Canada. When I overheard the exchange between my daughter and her best friend, I realized that despite my best efforts, my daughter consumed stereotypical ideas about Indigenous Peoples and repeated them without an understanding that her words were deeply hurtful. This realization forced me to critically reflect on the distance between my work and the cultural attitudes and assumptions that continue to marginalize Indigenous Peoples in Canada. Auto/ethnography will provide me with the conceptual framework necessary to unpack this retelling.
Research Interests: Cultural Geography, Indigenous Studies, Indigenous or Aboriginal Studies, Teacher Education, Critical Race Theory, and 15 moreRace and Ethnicity, Discourse, Stereotypes and Prejudice, Colonialism, Indigenous Peoples, Reconciliation Process, Canadian Culture & Identity, First Nations of Canada, Curriculum, Inuit, Pre Service Teacher Education, Settler colonialism, Metis, K to 12 Basic Education Curriculum, and Truth and Reconciliation Commissions(Race and Ethnicity, Discourse, Stereotypes and Prejudice, Colonialism, Indigenous Peoples, Reconciliation Process, Canadian Culture & Identity, First Nations of Canada, Curriculum, Inuit, Pre Service Teacher Education, Settler colonialism, Metis, K to 12 Basic Education Curriculum, and Truth and Reconciliation Commissions)
(Race and Ethnicity, Discourse, Stereotypes and Prejudice, Colonialism, Indigenous Peoples, Reconciliation Process, Canadian Culture & Identity, First Nations of Canada, Curriculum, Inuit, Pre Service Teacher Education, Settler colonialism, Metis, K to 12 Basic Education Curriculum, and Truth and Reconciliation Commissions)