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Christiana Abraham, PhD

Scholar in-residence, Critical Race Pedagogies, Communication Studies

Christiana  Abraham, PhD
Office: L-CJ 5213 
Communication Studies and Journalism Building,
7141 Sherbrooke W.
Phone: (514) 848-2424 ext. 5056


Ph.D  Communication Studies,  McGill University

MA Media Studies, Concordia University

BA Communication Studies (with distinction) Concordia University


Teaching and Research Specialization

Critical Race Studies and Pedagogies  

Race, Ethnicity & Media 

Decolonial, Post/neo-Colonial Representations 

Visuality, Representations and Culture 

Gender & Development Communications;  Rural Communications

Media and Propaganda Studies

South-South/Global South Communications



Christiana Abraham's  holds a Ph.D in Communication Studies, (McGill University);  MA in Media Studies and BA in Communication Studies from Concordia University. 

Her teaching and research focuses on Critical Race Studies; Race, Ethnicity and Media; Visual Representations and Culture; Post/de-colonialism and Gender and Transnational and Global-South Media Practices. She has also taught Communication Studies at the University of the West Indies, St. Augustine Campus.

Her academic interventions are grounded in field experiences and expertise in media and Development-Communication.  She holds extensive experiences in media practice having worked as a television news anchor,  journalist and talk show host in the Caribbean. She was also Features editor of an international lifestyle magazine in Canada. 

As a rural communications specialist, she coordinated several United Nations funded development-communication projects in the Global South.

She is also an independent Curator, whose work revolves around the radical re-thinking of archives, community and orality as forms of grounded grass-roots activism that critically reclaims and re-narrates established aesthetics, cannons and cultural knowledges. Her scholarship in interested in the destabilisation and re-visualization of visuality in anti-racist and de-colonial pedagogies. 

Dr. Abraham is the curator of “Protests and Pedagogy: Representations, Memories, and Meanings” an archival exhibition that marked the 50th anniversary of the Sir George Williams Students Protests.  Held at Concordia University, the exhibition offered a rare glimpse into the archival records related to these 1969 protests. 

Prior to this, she curated the photographic exhibition: “From the Archives to the Everyday: Caribbean Visualities and Meanings”. This experimental research and curating project engaged audience readings of vintage family photographs through complex, dynamic views of Caribbean life.




Researcher, Writer 


Independent Visual Curator

Development Communication/Rural Communication Specialist

Community Activist


Media practitioner, Producer


Taught Courses

Fall, 2021
COMS 361 Propaganda

Winter, 2022
COMS 464 Race, Ethnicity and Media
COMS 421 Communicative Performances and Interventions
COMS  361 Propaganda

Course Descriptions

COMS 464 Race, Ethnicity and Media

This course addresses practical and theoretical issues of race and ethnicity that have become focal points for current debates in public cultural expression social (in)justice, and media studies. The course addresses the following themes: cultural/racial difference and its implications for media studies; “white" as a color; images and sounds of “otherness" - the (mis) representation of multicultural and multiracial minorities in mainstream and alternative media, including print, radio, television, film; new media technologies and race and ethnicity. Theoretical readings, which frame issues of cultural and racial representation, will be an integral part of this course.  The course offers an overview of themes and theories in communication and media studies related to the study and Race and ethnicity in the media. Numerous media examples will be shown in an effort to deconstruct racial and ethnic imagery and representations.

COMS 421 Communicative Performances and Interventions

This course examines how media can be used in order to intervene in social and cultural issues. Emphasis is placed upon the performative character of interventions: they occur at a particular time and in a particular place, they are addressed to and seek to move particular audiences. Topics may include the history of performance strategies, the social and political character of aesthetic interventions, and the forms of such performances in relation to various media of communication. The course focuses on forms of radical and other social and political communicative interventions and performances in initiating societal changes. It surveys theoretical perspectives, processes of interventions in their deliberative social and critical approaches using case studies and media.  It emphasizes critical readings and discussions and requires students to engage with practical approaches in media that engage theory and practice.

COMS 361 Propaganda

This course in propaganda is designed to address propaganda as a phenomenon and as a technique. Propaganda can be though of as forms of mass persuasion that influence and shape public discourse and action. The course  surveys a selected history of propaganda; investigates the impact of propaganda on individuals and citizens in general and the role we as recipients of propaganda play in the overall structure of information dissemination and cohesion. The course examines the relationship between nationalism and propaganda. It establishes the simultaneous interdependence and distinction of concepts such as propaganda, culture, education, and information.





BA Oberlin College
MA Indiana University
PhD University of Toronto


My research focuses on fourteenth- and fifteenth-century literature and culture, principally Chaucer and romance.  I am also interested in the history of the English language and readings of “the Middle Ages” in the post-medieval world, and I have published in several areas of textual criticism, including bibliography, manuscript studies, history of the book, and editorial theory.  

I have just completed a co-authored article on the editorial treatment of Middle English didactic romances in the eighteenth and nineteenth centuries.  This article appeared in Philological Quarterly in 2019.

My main research interests come together in the two large projects I am currently working on, a study of the manuscript transmission of Middle English didactic romances and an examination of the history of the editing of Chaucer's Canterbury Tales.  Sections of both of these large projects have been published, and I am completing the balance of them.

In my writing, I have also ventured outside my home base in the late Middle English period. I have published on an Old English poem, Guthlac B, as well as on Jonathan Swift's Journal to Stella and Charles Dickens's David Copperfield; and I am the co-editor of a collection of essays on receptions of the classical tale of the fall of Troy in medieval and early modern Europe.


The diversity of my research interests is reflected in the variety of courses I have taught, at Concordia and, earlier, at the University of Guelph, TCU, and the University of Kentucky.  I have taught many of Concordia’s medieval course offerings, as well as History of the English Language, and also enjoy teaching introductory courses and courses to students from other programs.  I have extensive experience teaching writing, and I have even taught a course in technical writing and document design.

I'm always happy to work, as supervisor or committee member, with students who have an interest in any area of Old or Middle English or historical linguistics.  I also feel comfortable working with undergraduates in a committee role in a wide range of fields outside of medieval literature, especially in early modern literature and eighteenth-, nineteenth-, and twentieth-century fiction.

Students in most of my class will discover that I seldom lecture; I want students to create their own knowledge.  When necessary, I am happy to provide background knowledge, to play devil's advocate, to coach.  But mainly I want my students to do the thinking—and the talking—in class. They may not cram in all the facts I wish they knew (because of course facts are useful), but I believe they will have learned analytic skills that are far more valuable than facts.  In supervising research projects at the undergraduate and graduate levels, I have a similar philosophy—that my job is to stand to the side and to allow the student to be the principal investigator, calling on me only for encouragement, methodological and theoretical suggestions, and questioning.  

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