Professor | Writer | Researcher
I’m a college literature professor, educational researcher and emerging writer.
My work centers on the many topics that move me, including gender, race, sexuality, social class, migration, intergenerational trauma, and social justice.
I see literature is a moving art form that can open hearts and minds toward compassion and empathy. Compassion and empathy open us to meaningful connection and understanding.
I'm an English Literature professor at Champlain College St-Lambert, where I also train the tutors at the college’s Learning Centre. I have also taught Women’s Studies at Concordia University’s Simone de Beauvoir Institute, where I taught a specialized course that I designed called “Feminist Spoken Word.”
I write fiction and non-fiction. I'm working on a collection of short stories and creative nonfiction that are connected by a common theme and aesthetic sensibilities. Take a look at my publications below to get a feel of my work.
My research focuses on the prevention of hate speech and violent extremism in higher education.
A creative nonfiction essay inPRISM International's "Wonder" edition (Fall 2021)
"Ganga" is a creative nonfiction essay that interweaves several narratives including the myth of the goddess of the river Ganges and the tragic death of two teenagers. This essay was shortlisted for The Malahat Review's Creative Nonfiction Prize and longlisted for CBC's Creative Nonfiction Prize.
"Ganga" can be found in PRISM International (Fall 2021, 60.1).
A short story published in the book:Her Mother's Ashes 3
This coming-of-age short story takes place in the middle of the Hindu celebration of the goddess of power -- in unlikely Canada. See the events unfold through the eyes of awkward teen Sunita, whose world turns upside down and right-side-up in a matter of minutes. Celebrating Durga Puja in the Great White North has never been so perplexing -- or enlightening
"Durga" can be found in the anthology Her Mother's Ashes 3 (2009, Mawenzi House, formerly TSAR Publications).
A chapter in a reference bookon online communities
This ethnographic study explores how feminist video game players mobilise in online environments. The main research questions of this chapter involve identity and learning. How are identities formed in online feminist gaming communities, how much of one’s identity is disclosed, what determines these choices in identity disclosure, and for what purpose? What kind of informal learning is promoted and produced in online feminist gaming communities, and how does this learning take place?
After analysing posts, articles, comments, and interview responses from members of feminist gaming blog The Borderhouse, it was found that feminist gamers prefer identity disclosure to concealment. While identity disclosure can be traumatic for some feminist gamers in non-feminist online gaming communities, identity disclosure is encouraged in feminist gaming online forums, as it contributes to a member’s credibility and garners trust from other members. The trust and credibility garnered affects the learning that takes place, as those who are trusted help influence the content and production of discussion. Furthermore, it was found that informal learning occurs with participants of the blog through regular informal feedback, networking, and the encouragement of critical thinking skills.
Longlisted for The Masters Review's Summer Short Story Award, which "recognizes the best fiction from today's emerging writers."
Shortlisted for The Malahat Review's Constance Rooke Creative Nonfiction Prize.
Served as a literary juror for a grant given by the Speculative Literature Foundation.
Concordia University's Centre for the Study of Learning and Performance (CSLP) awards a merit fellowship for doctoral students in education. A total of $10,000 is awarded to the recipient, who is chosen among others by recommendation, academic record, and contributions towards the field of education.
The CBC Prize in Creative Nonfiction is a national prize awarded to a writer in the genre of creative nonfiction. Of thousands of creative nonfiction stories, my piece, "Ganga" was selected on the longlist for the literary prize. The autobiographical story focuses on my adolescence, in particular, in my attempt to understand the tragic death of two of my peers.
The Kanishka Project develops curricula and multimedia material specifically targeted towards Canadian youth in elementary, secondary and post-secondary contexts and designed to prevent hate speech inciting violence and violent extremism. My contribution, called "The Literary Peace Project," involves the development of college-level English curricular tools to discuss extremism. Core themes of the entire project include digital literacy, the ability to critically assess and question online content; and social cohesion in context of fostering dialogue on divisive subjects. In addition, the project will create and test a web portal to host the material. The portal will be designed to serve both provincial education policy makers and federal government stakeholders involved in countering violent extremism and promoting resilience, such as the Royal Canadian Mounted Police (RCMP). The Department will provide a contribution of $172,340 over two years.
The Therese F. Casgrain Award for Women's Studies is awarded by Concordia University to an outstanding graduating student of Women's Studies.
English Department
I'm an English Literature professor at Champlain College, where I also train the tutors at the college’s Learning Centre. Below is a list of courses that I have taught and currently teach.
This course explores issues of identity, race, gender, sexuality, and nationality in relation to colonial encounters, through the study of literature and historical contexts. The course readings help foster an understanding of postcolonial theory, and help students learn alternative world views. Short fiction, essays, poetry, and films are used in class to discuss colonialism, imperialism, and post-colonial realities. Rather than a survey, this course focuses on the African diaspora and the literature of Africa, the Caribbean, and North America.
Through the study of poems, short fiction, and personal narratives, this course explores the many dimensions and issues surrounding Canadian multiculturalism. Far from a simplistic view of “the same but different,” and “the mosaic,” this course investigates the process of multiculturalism and the ways in which writers have envisioned and experienced Canada’s multicultural landscape. Issues of identity, nationalism, language, race, culture, class, and gender are discussed in relation to multicultural literature to foster a greater understanding of this complex and fascinating field of literary study.
In this class, students read short stories, essays, poems (including spoken word and dub poetry) to better understand the commonalities and differences between genres. The objective of the course is to enable students to apply a critical approach to the study of literary genres. To this end, students learn to recognize literary genres and their conventions, as well as a work’s relationship to literary context.
To Teach is to Learn: This is a specialized course for high-achieving students who serve as peer-tutors-in-training during the course of a semester. The goal of this course is to enhance the learning abilities of both the tutor and the student requesting academic assistance. Tutor training occurs through class discussion, readings, and hands-on experience with their peers. In addition to tutor training and assistance, students also analyze several genres of literature, such as short stories, poems, and essays, from a thematic perspective.
This course discusses the effects and characteristics of an increasingly visual culture. Students learn basic concepts in cultural studies in order to critically approach visual texts and their role in our society. Time is spent during class time practising this skill, as various visual texts such as films, television shows, and advertisements are analysed, as well as theoretical readings that deal with issues of representation, gender, class, and race.
Women's StudiesSimone de Beauvoir Institute
I taught a specialized course that I designed called “Feminist Spoken Word” at Concordia University's Simone de Beauvoir Institute.
Using feminist, postcolonial, and LGBTQ perspectives, this course takes into account the multiple histories, experiences, and issues that affect women, through the medium of spoken word poetry performances. This course considers oral and written poetry as important academic and political texts. The main topics under exploration include, but are not limited to race, sexuality, violence, popular culture, identity, and technology, as it relates to feminism. Part lecture, part tutorial, and part workshop, this course attempts to bridge theory and practice by encouraging students to create their own spoken-word text.
I'm always interested in discussing writing, research or speaking opportunities.
Sarmista Das