Karen Flynn. Moving beyond Borders: A History of Black Canadian and Caribbean Women in the Diaspora
Bibliographic record
Abstract
Karen Flynn. Moving Beyond Borders: A History of Black Canadian and Caribbean Women in the Diaspora. Toronto: University of Toronto Press, 2011. 301 pp. Notes. Bibliography. Index. $27.95. sc. The title of Karen Flynn's Moving Beyond Borders: A History of Black Canadian and Caribbean Women in the Diaspora only alludes to some of its rich content. At the time of writing, it is the only historical account of Black Canadian and Black Caribbean nurses in Canada. These Black female nurses were all trained in hospital-based nursing schools and spent their professional lives in Canada, the United Kingdom, the United States and the Caribbean. In Canada, these migrant nurses played an integral role in relieving the nursing shortage in Canada following World War II. Flynn draws on post-colonial feminist and diasporic Black studies for her theoretical analysis of the narratives of the Black female nurses. Flynn examines how Black women's identities and subjectivities were constituted through early experiences of school, church, and family, and reconstituted post-migration through professional training and their lives as wives, mothers, single women, and community activists. Subjectivity is a term that appears multiple times throughout the book. Flynn defines subjectivity as the conscious and unconscious thoughts and emotions of the individual, her sense of herself and her ways of understanding her relation to the world (4). Flynn also presents a critical interrogation of dominant discourses that position Canada as a benevolent nation while obfuscating the lived experiences of Black Canadians. Flynn's research methodology is a narrative analysis of in-depth interviews conducted with 35 Black female nurses (13 Black Canadian and 22 Black Caribbean) from 1995-2001. Twenty-five of the interviews were completed as part of Flynn's doctoral dissertation. Key to Flynn's nuanced analysis is the intersectionality of race, gender, class, and sexuality as forms of oppression, identity, and resistance. The book is divided into two main sections that present chronological narratives organized around eight main themes. The first section focuses on the role of family, church, and school as early agents of socialization. Flynn's account shows that early family socialization was pivotal for each of these women. The family served as a foundation of their early identity formation and also as a source of resistance against colonial oppression and inequality. The experiences of Black Caribbean women contrasted with those of Black Canadian women because of the different historical and social contexts of colonialism from the 1930s to 1950s. The Black Caribbean women experienced social class status that was mediated by skin color and race. For the Black Canadian-born women, social class was demarcated more saliently along racial lines, regardless of skin tone. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.031 | 0.006 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.022 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".