Teresa Zackodnik, BA Saskatchewan, MA Waterloo, PhD McMaster

Professor, Faculty of Arts - English & Film Studies Dept


Professor, Faculty of Arts - English & Film Studies Dept
3-43 Humanities Centre
11121 Saskatchewan Drive NW
Edmonton AB
T6G 2H5



I joined the Department of English and Film Studies in 1996 and have loved building my career here and living in Edmonton. My work has focused on African American feminisms from the 19th century onward, with a particular focus on early Black feminisms in the press and oratory. My theoretical interests include trauma theory, racial melancholia, public sphere theory, theories of circulation, print culture and periodical studies, theories of photography, theories of space and the racialization of space and movement in it, critical race theory, Afro-pessimism and Black optimism. Recently, I have worked a bit with data visualization and have also become interested in new media, particularly race, social justice movements, and new media.


Research Interests

  • Black feminisms
  • Print Culture and circulation, the Black Press, periodical studies
  • Race and Cultural Theory
  • Black feminist internationalism, feminist Black nationalism

My current book project focuses on African American women’s political writing in the Black press from the 19th through the early 20th century. I am particularly interested in the interaction between Black feminist politics, press forms, seriality, and periodical illustration. I have recently finished editing a volume for Transitions in African American Literature, an 18 volume Cambridge series edited by Joycelyn Moody and Cassander Smith, and I've also contributed a chapter to another volume in the series. I'm also interested in the Hampton school and its newspaper, The Southern Workman, as an archive of African American and Indigenous American voices and of manual education as a "civilizing" technology of American empire. Hampton was the first school for the freedmen following the Civil War and the first residential school in the US. I have collaborated with Jacqueline Emery on some of this work. And I've recently joined the UK-based international research network, Black Female Intellectuals in the Historical and Contemporary Context. I will contribute to a Legacy forum to mark the 19th Amendment centenary, forthcoming in the 37.2 (December 2020) issue.

Representative Publications
“Press, Platform Pulpit”: Black Feminist Publics in the Era of Reform (2011)
We Must Be Up and Doing: A Reader in Early African American Feminisms (2010)
African American Feminisms 1828-1923. 6 volumes (2007)
The Mulatta and the Politics of Race (2004)
Articles in American Periodicals, TOPIA, Common-Place, Modernism/Modernity, Nineteenth-Century Gender Studies, Indigenous Women and Feminism, American Studies, MELUS, American Quarterly, Feminist Studies, Women’s Studies International Forum, Tulsa Studies in Women's Literature.

Supervisory Interests
I am happy to supervise students working in American literature from the 19th century through to the present, and particularly those interested in African American literature and Black cultural studies, critical race and cultural theory, periodical studies and print culture studies, and Black feminisms. I have supervised fascinating graduate work on: ethnic cosmopolitanisms and Asian American drama, US imperialism and neo-liberalism in the Caribbean, Black female journalists in the late 19th-century Black press, Asian American literature and the sartorial, the blues and jazz aesthetic in twentieth-century African American literature, Black masculinity in slave and neo-slave narratives, primitivism and Harlem Renaissance texts, slave narratives and trauma theory, Indigenous literatures of trauma and recovery.


My undergraduate teaching has included courses on American modernism and postmodernism, race and belonging in American literature, Asian American literature, African American women’s writing, theories of race and ethnicity, and minority American literatures. My graduate teaching has included courses such as, "Afterlives" of American Slavery, Movement and Time in African American Writing, The Post-Racial, Migration and the City in African American Literature, Early African American Feminisms, Visibility and African American Women, Asian American Texts and the Negotiation of Identity, Slavery and the African American Literary Imagination, U.S. “Blackness” and its Echoes, and Public Feminisms (with Susan Hamilton and Daphne Read).  I am currently teaching an undergraduate women's writing course focused on #MeToo.


ENGL 360 - Race in American Texts

Studies in issues and problems of racialization in American literary and cultural texts (film, media, material objects). Prerequisite: *6 of junior English, or *3 of junior English plus WRS 101 or 102.

Fall Term 2021
ENGL 391 - Topics in Women's Writing

Prerequisite: *6 of junior English, or *3 of junior English plus WRS 101 or 102. Note: variable content course which may be repeated if topics vary.

Winter Term 2022
ENGL 586 - American Texts

Winter Term 2022

Browse more courses taught by Teresa Zackodnik

Scholarly Activities

Research - 2020 MLA (Seattle) #477: The United States Suffrage Centennial and the Politics of Memorialization: Literary Engagements in Public Storytelling

Started: 20200111

On the occasion of the United States suffrage centennial, scholars discuss the meanings of the movement, the politics of memorialization, and the role literature and literary critics might play in shaping public stories about suffrage today.

    Katherine Adams
        Tulane U
    Lois Brown
        Arizona State U
    Mary A. M. Chapman
        U of British Columbia, Vancouver
    Denise Kohn
        Baldwin Wallace U
    Victoria Lamont
        U of Waterloo
    Koritha Mitchell
        Ohio State U, Columbus
    Teresa Zackodnik
        U of Alberta

Other - New U of A Sexual Violence Policy

Throughout the 2017-18 academic year I worked with colleagues and students on an ad hoc committee in EFS charged with department-level responses to the new sexual violence policy that was adopted in June 2017 by the Board of Governors. I remain committed to this work in daily practice, in my ongoing thinking, and in the ways in which I teach and work to support students. What might it mean to take seriously that we teach representations of sexual violence or representations that emerge from a culture that has naturalized that violence in its understanding of sexual, gendered and raced difference? How might doing so change what we do in the classroom and the conversations we have with our students? How do we support our students whose experiences may include sexual violence? These are questions our university and department are only beginning to grapple with.