Student Affairs1. Tell me about your research background. What made you interested in pursuing research in your field?
Kesha: My name is Kesha Fevrier. I am an Assistant Professor in the Department of Geography and Planning. In terms of my research, I have always been interested in research on the Global South for the Global South. Some of that interest, and even as I pivot to focus more on the Caribbean, had to do with a speech given by Mia Mottley, the Prime Minister of Barbados–around four years ago. I was so inspired by her speech, and it has led to my pivot towards the Caribbean. For those of us in the diaspora, it was also a call to action to contribute or to continue contributing to the growth and development of our home countries. So, that has stayed with me.
I believe this reflects my interest in conducting research in the Global South aimed at its betterment and development. While that may sound self-righteous in some respects, it serves as my way of countering disparaging narratives about the region. Therefore, my focus is not solely on researching the Global South for the Global South, but also on reframing its representation. How is it often homogenized? How has it tended to fade from certain research discussions? It may be that much of the existing research does not adequately reflect the actual experiences of individuals from the Global South. Alternatively, it might romanticize the region in ways that are problematic. Additionally, how does it portray the Global South as a victim? I suppose part of my intention is to push back against the victim narrative- characterizing the region as poor, corrupt, and so on. Instead, it is resilient, energetic, and vibrant. We are utilizing the resources we have to tackle our challenges, and it's important to promote a more positive narrative about the Global South
And so, my master’s and PhD research (un)intentionally attended to this. My master’s research focused on development in the Caribbean through the lens of gender. I did a life history analysis on this woman who made charcoal from wood that was scavenged within a protected area. Following from that, my PhD research focuses on reframing ideas of waste beyond the material things we throw away, but also thinking about waste in terms of bodies, in terms of whose labour is wasted, whose bodies are wasted, what social groups within our society take on the characteristics of waste as surplus, as excess. My interest in toxic waste flows started through a professional consulting project around nuclear waste management in Canada. So, that explains how the waste dynamic of my research came into being. While I am still interested in material flows and their ability to reshape spaces and orient people to particular forms of labour my research is expanding into forms of resource extractivism in the Caribbean, e.g., ExxonMobil oil and gas exploration in Guyana.
Another strand of research that I'm interested in is the impact of climate change on small island development states. More recently, and this is just because I go home often, I have been thinking about the changing retail landscape in the Caribbean in the context of expanding e-commerce, particularly fast fashion giants like Shein and Amazon, the everything store. This is a pet project, so it is not yet fully conceptualized. But I am interested in how our – I should say St. Lucians because I've only focused on St. Lucia for now - reliance on these e-commerce websites for
purchasing clothing and small household goods is potentially impacting traditional forms of retail. So, that's my research interest in a nutshell.
Alisa: I've never considered the idea of losing traditional retail.
Kesha: So, when I go home, my aunts, my sisters, everybody has parcels from Amazon, from Shein, from Temu, like everybody’s shopping online. And so, what does that mean in terms of how our city's urban core is structured, right? What is the effect on traditional commerce? You go home and certain stores that were always there are closing, right? So, thinking about what does that mean or, what would the urban setting look like if that sort of trend continues?
Alisa: I guess part of the second question that I was looking at was tied into like green capitalism and like the flow of waste.
Your research has investigated waste as a commodity within the Global South. How do you think racialized communities continue to be exploited by “green” capitalism? How do we restructure the flow of waste from its current state from the Global North to South?
Kesha: In the context of thrifting activities, we can describe these as forms of circulation. Currently, a lot of our secondhand clothing, used electronics, household appliances, furniture and the like circulate/flow, let's say, from North America to small island development states in the Caribbean. They also circulate in large open markets across Africa, alright? Much of this circulation is facilitated by charities and individual entrepreneurs in and outside the diaspora. This seems like a win-win situation as consumers in the receiving country have wider access to cheaper used goods/products. It also creates employment opportunities through this informal sector-driven economy. The challenge is that most of the items have a much shorter lifespan span, and these places now become responsible for properly disposing of all of this waste– whether it's textiles or e-waste, which they have used for a very short period. We also know that many of the places where used anything end up do not have the waste management facilities and resources to effectively recycle and dispose of them. That is a problem!
We should also note that those persons selling these used items in open flea markets are primarily engaged in survivalist strategies. They're not thinking green economy or capitalism. They're thinking this is what I have to do to make ends meet, to pay my bills, to feed my kids, to survive, right? And so, in academia, we can think about these terms and theorize about them. But on the ground, the reality of the everyday person is they're just trying to survive within a system in which they are forced to perform, that's what I would say.
Alisa: Thank you for capturing that. It's been interesting being in some classes and hearing how people like to talk about certain topics because it's like, have you considered that these are people's lives? This is just about like how they go about their day. This is how they must make ends meet. In one of my classes, we were talking about e-waste in Ghana and how after they might have collected copper from electrical cords, it just gets burned off and people were criticizing that.
Kesha: Yeah, it's a little bit complicated because, you know, we can sit there and think of the context in which waste is recycled in Ghana is problematic because it's leading to environmental degradation and negative health outcomes for those immediately involved. But it is still very much a source of livelihood, right? What is the alternative? Who is finding the alternative? Who's providing the alternative? It's a very slippery slope in terms of what positions we take on these things. To me, the solution is thinking about the why. You could ask yourself why they must make their living this way. You can then continue asking another level of why and another level of why. As you ask why, you start thinking about the system within which we live. And that's sometimes the why. The solution should then be focused on the system.
2. Do you mind sharing about your experience teaching at Queen’s? What are your favourite parts of the courses you teach? What course material do you find resonates most with students?
Kesha: A very interesting question. I'll answer the last part. I feel there's this huge gap between when I was a student and the students today. As a result, I am always thinking about what students are interested in. How are they interested in learning?
Teaching at Queen’s has been my first full-time teaching position here in Canada. I taught high school a few years ago when I was in Saint Lucia. And yes, this is a totally different teaching experience. I think, for me, teaching has been a challenge in the sense that in some of the courses I teach, some of the content that I want to share with students, there's always this level of discomfort in a predominantly white institution about how you navigate these topics. How far do you push the envelope? Are my students aware of some of these issues? Are they comfortable with the topic? Can they handle the discomfort if it arises? For racialized faculty, there's this additional burden of thinking about how you broach these subjects in a way for students to understand it and not also think that you've made it very personal because you're racialized.
I remember teaching my Black Studies course, and I think we were talking about Black Canadian history, and I had students who were like “Oh, they don't do anything for Black History Month in [our] high school.” it’s recognizing that some of my students are coming in with an empty slate. They don't know and what they know is either a snippet from the news or cultural stereotypes. All of these add to the challenges of teaching in a predominantly white institution.
notwithstanding all the above, what I enjoy most in teaching is going to a class and thinking “Yes, my students get it. Yes, they're engaged. Yes, they're asking questions.” Seeing that engagement, that genuine interest in the topic, in connecting it with things going on outside the classroom. I think that seals the deal for a good class for me. I think that might be for a lot of professors.
3. What are the differences, if any, between teaching or learning about Black Studies in a PWI, such as Queen’s? Versus teaching and learning these subjects at a different type of institution? How do you engage with students who are hesitant to discuss or who insist on maintaining problematic worldviews?
Alisa: Do you think that there should be more requirements for I guess more introductory courses so that you could have more–I guess I don't want to say productive conversations– but so that you don't have to spend time providing introductory education to the Global South in your classes?
Kesha: Well, I think in an ideal situation that would be great. But I think about the size of the Black Studies program and there are some introductory courses already provided. Then I could ask the question, would the general Queens population be interested in taking an introductory Black Studies course?
Alisa: And I guess to piggyback off that question a little bit, how do you engage with those students who are there for a credit and/or maybe not engaging with the material or attempting to engage in the material as critically as other students? I know from a student perspective, sometimes in my classes it can be frustrating. With the material that we're going through, it's like having to remind people “Hey, you might be able to go home and forget about this, but I'm going to have to deal with the consequences of this. So, if you could take it a little bit more seriously, that would be great.” How do you engage with that from a teaching perspective?
Kesha: So here is the thing: I come to class, and I try to make it as engaging and as interesting as possible for everyone. I think the students who are more engaged and interested may participate more, but my point is to try and connect something in the class– even for the student who's just there taking it for credit– hoping that with the materials and the discussion, something will resonate. That there will be some reference point, something will stay. It's hard as a professor. I mean in small classes it might be easier, but in a bigger class, how do you know? You don't know, right? Students engage differently. For me, it's going in and trying to deliver the best lecture I can, the most engaging lecture I can. And try to tease out [questions] from my students, try to get them to think critically about the material. Try to connect the material to something that might be of interest to them. That is the most I can do in terms of that, and the rest is up to the students.
Alisa: Yeah, and we're grateful for you leading that change. The work that you're doing, I know it's not easy and a lot of the time that I've been sitting here doing a lot of thinking and I question how my professors do it sometimes because it must be exhausting.
Kesha: It can be very exhausting.
Alisa: And then, this kind of leads into my next question because you very clearly care about trying to make sure that you can form some sort of connection with your students.
4. In your role as Black faculty members, educators, researchers, do you feel the responsibility to drive social change in your field? How do you do so in your professional and personal capacities?
Alisa: Do you feel the responsibility to, I guess, drive some sort of like change within your professional– and we spoke a little bit about your personal–capacities, but within your professional capacity, do you feel that pressure, that responsibility to take on maybe more tasks?
Kesha: Well, I think for racialized faculty, especially those of us who are doing research in the Global South and our home communities, I think there's this personal and professional responsibility that we take, right? I think when I did my defence, somebody asked me a question like this, “How is this dissertation going to change anything?”. For me, I don't know if anything I'm doing is going to drive social change in any big way. I think being a Black female scholar in a predominantly white university, the way I see myself existing and navigating the system is to always try to be genuine and authentic in my dealings with my students and everything else. I hope that my genuineness and authenticity carry through in the classroom and my interactions with folks at Queen’s. I hope that through living these values, my students - not just those I teach or those I supervise - [they] would see me as a mentor, someone committed to making space for and with them. For me, it's just more about the relationships that I try to build at Queen’s and how I try to do it and hope that it carries along.
The research I undertake is also how I try to drive social change. My research interests represent my scholarly commitment to challenging dominant pathologizing narratives about the Global South. I do this by prioritizing marginalized voices, perspectives and experiences. This approach actively works to challenge inherited power structures that stymie efforts at social change.
Alisa: But you're changing people's lives, and I think that's equally as important, if not more important.
Kesha: I would hope so because I haven't gotten where I am without the help of people all the way. There was always a professor. During my undergraduate program at UWI Mona, there was a professor in the history department who first got me interested in Africa and African history. What I have never told him is that he was my mentor in many ways. And so, there was that person for my undergrad. In my Master’s, I also had an excellent mentor who again saw my potential and pushed me to realize it. Then, navigating the Canadian job market after the master’s program, yet another mentor. When people talk about mentorship, maybe students roll their eyes, like ugh mentorship, but I my experience through academia and the private sector exemplifies the importance of good mentorship. Having those people there who believe in you and who will push you through, I think that is very important, especially for racialized students. I think, if it's possible, every racialized student, every Black student at Queen’s should try and find themselves a mentor– a good mentor. I just think it's very important. Yes, I put in the hard work for sure. But there were always people there, you know, supporting, directing, helping, you know. When you're in a space where you suffer from
Imposter Syndrome, where maybe people are expecting you to fail, to drop out, to not do so well, and you have all these things somewhat stacked up against you, a good mentor is very important.
Kesha: I should note that my mentors for my Master’s and into my PhD were not Black. And so, people can say well, you know, that's a sign that the university may need to do more, that might be true. But I think a good mentor is a good mentor. A mentor from your racial or ethnic background would be great if you can find one at Queen’s. But as I said, a good mentor is a good mentor, and I would just advise students to look for that person and approach a professor if they are interested in exploring that.
Alisa: I guess the overarching theme is having a mentor who I guess sees you for who you are and like the potential that you have and is willing to work with you.
Kesha: Yes, very important. Your mentor should see you– see your potential– and be able to help you work towards your goals.
5. What advice would you give to your younger self during the initial stages of your academic career? How can students reach out to you to learn more about your field?
Alisa: We're getting down to the end of time, so I just wanted to ask if you had anything else that you would like to say to students? If there's anything that you could say whether it's a piece of advice or if it's how they can reach out to you or anything that you would like to say?
Kesha: In one way, I wish I had started earlier (PhD journey). And now, I'm going to give another [piece of advice] which contradicts the first. In one way, I wish I had started a little earlier because I started my PhD late. Life happens …... think if you have the opportunity to start earlier, start earlier. I had an opportunity, and I didn't grasp it early enough. If you get a good opportunity, grasp it. Don't let fear sort of hold you back.
For Black and other racialized students, I would say believe in yourself. Believe in your ability and claim your right to belong. This is important because you can sit in classes where you're made to believe that you don't have the ability. Black students must work hard to disregard and disrupt this messaging. Some of this messaging starts in grade school and follows students into the university. This is where much of our imposter syndrome stems from. Disrupting this messaging requires community-level effort.
6. Is there anything else that you would like to add?
Kesha: Students are free to contact me by e-mail if they're interested in my research and in my courses. I will end by saying that education – higher education does place us in a privileged class, as hard as it is, not many people can get in. So, if you have an opportunity, take advantage of it.