Dr. Alicia Noreiga-Mundaroy


Assistant Professor
Pronouns: She/her
Phone: (902) 585-1562
Email: alicia.noreiga@acadiau.ca
Office: CD House, 24 Highland Ave., Room 102
  • Ph.D., University of New Brunswick (Education)
  • M.Ed., University of New Brunswick (Curriculum and Instruction & Educational Administration/Leadership)
  • B.Ed., University of New Brunswick (Elementary Education)
  • Dip.Ed., Valsayn Teachers’ College (Teacher Education)
2023-2024 Courses
  • Rural Development (Fall 2023)
  • Research Methods (Winter 2024)
  • Diversity, Equity, & Social Justice (Winter 2024)
Scholarly Interests and Expertise

I am interested in studies that promote social justice and equity. Through my academic focus and advocacy, I hope to raise awareness of and assist in transforming inequitable systems that disadvantage marginalized groups. As such, my research path includes:

  • Critical participatory visual methodologies
  • Equity, diversity, inclusion, and human rights
  • Racial justice
  • Black studies
  • Rural community development
  • Intersectionality
Did you know:
  • I was born and raised in the lovely twin-island Caribbean country of Trinidad and Tobago.
  • I served as a primary (equivalent to elementary) schoolteacher in Trinidad and Tobago for seventeen years.
  • I served as the lead student-coordinator for the Black Lives Matter in New Brunswick’s Education Project.
  • I am a member of the New Brunswick Department of Education Black Histories and Cultures Advisory Committee, the New Brunswick Francophone Education District Black Histories Review Committee, and the New Brunswick Multicultural Association Antiracism Steering Committee
Recent Publications
  • Noreiga, A. F., & Nason, S. M. (2023). Forging racial solidarities in education: A duo-ethnography of juxtaposing racial experiences. In A. Eizadirad, Z. Abawi, & A. B. Campbell (Eds.). Enacting anti-racism and activists pedagogies in teacher education: Canadian perspectives (pp. 63-82). Canadian Scholars.
  • Noreiga, A. (2022). Facilitating Black identity and advocacy: Creating cellphilms for reflection on issues affecting Black students. Visual Studies, 37(1-2), 11-21.
  • Noreiga, A. F. (2022). Were five years wasted? Former students' perceptions regarding rural education in Trinidad and Tobago. In C. S. Sunal, O. M. Odebiyi, & K. Mutua (Eds.) Effects of Government Mandates and Policies on Public Education in Africa, the Caribbean, and the Middle East (pp. 181-199). Information Age Publishing.  
  • Noreiga, A. F. (2022). Engaging in ethical discourse: An autoethnography of a Black student’s journey to self-identity. In A. Eizadirad, A. B. Campbell, & S. Sider (Eds.). Counternarratives of Pain and Suffering as Critical Pedagogy: Disrupting Oppression in Educational Contexts (pp.105-121). Routledge.
  • Noreiga, A. F. & Burkholder, C. (2022). Forging queer solidarities in Trinidad and Tobago and New Brunswick, Canada through cellphilm method. In A. W. (Wiseman (Ed.), International perspectives on education and society: Annual review of comparative and international education 2021 (Vol. 42 B. pp. 119-140). Emerald Publishing.
  • Noreiga-Mundaroy, A. (2021). Global responses to rural challenges: Exploring rural education in Trinidad and Tobago. Canadian Journal of New Scholars in Education, 12(2), 150-158.
  • Noreiga, A. F. (2021). Square peg in a round hole: Unveiling rural student challenges in Trinidad and Tobago through currere. Currere Exchange Journal 5(2), 24-32.

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