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Many Black women academics feel caged in their ‘subject position[s]’ within the academy. They are challenged by lack of opportunities and mentorship, isolation, explicit racism, micro-aggressions and stereotyping. Despite the ways in which their bodies are marked by racist sexism, Black women faculty take on an inordinate amount of unrecognized, differentiated labour and service work in the academy. They tend to assist other racialized colleagues, graduate and undergraduate students to achieve academic success. There is a common thread of resiliency among these women who successfully navigate their paths in the academy through applications of the concept of Radical Black Academic Sisterhood. This is an interpretive praxis that utilizes both an oppositional stance and creates brave spaces to deal with experiences of being caged.

This study explored the settlement and integration experiences of 12 current and former Filipino temporary foreign workers (TFWs) in the low-wage service industry residing in a remote and isolated area of Newfoundland and Labrador, Canada. The study employed a qualitative research approach that involved five in-depth semi-structured interviews and two focus group discussions, with data analyzed using thematic analysis. Informed by labour process theory, four major themes emerged from individual interviews and focus group discussions: (1) the importance of employment, (2) settlement and integration challenges, (3) looking forward-looking back–transnational navigation and (4) settlement and integration support. These themes help to tell the stories of TFWs in the service industry, including the challenges and opportunities of transnational migration. The findings highlight minimal organizational support available to TFWs in the settlement and integration process, with the lion’s share of this responsibility falling on other Filipinos within the community to provide tangible and emotional support. Recommendations for how to support TFWs’ settlement and integration needs in remote and isolated communities are discussed.

The period between 1965 and 2001 witnessed a dramatic population movement of Black people into lands currently called Canada. Over 500,000 Caribbean people arrived as “landed immigrants” during thi...

This article offers two unique and overlapping perspectives that explore the challenges and practices faced when teaching and researching Canada from the Caribbean and the United States. Acknowledging that curriculum, which ontologically and epistemologically influences the norms and values of the learning environment, is not a neutral document (Ross 2001, 1) the authors focus on how they enact curricula outside of Canada to discuss issues of rights and diversity as well as to challenge hegemonic narratives of white Canadian nation-building and historiography and ideas of Canada as a benevolent nation-state. Specifically, the authors examine (1) the ways in which assumptions about power and privilege play out in the classroom by either reinforcing or challenging established North/South relations; (2) how the black Canadian experience can be used to disrupt the U.S. black nationalist discourse and allow for an elaboration of the black or African Diaspora; (3) how dominant notions of gender, race and sexuality are articulated differently outside a Canadian landscape; and (4) Canadian-Caribbean relations when it comes to teaching and learning across borders through student exchange programmes.

While making clear that black femininity exists and is located in multiple spaces, this essay brings out the intellectual and cultural presence and voices of black women in both national and international feminist communities. We engage black feminist thought (BFT) by offering the example of our community—the Ekwe Collective—a sisterhood of six feminist scholar–activists and their daughters. This essay offers insights on how BFT translates to the lived experience of communities of color in the twenty-first century. In particular, we draw upon and extend three dimensions of the theory: experience, generation, and space.