Room 145 William Norrie Centre
485 Selkirk Avenue,
University of Manitoba (Inner City campus)
Winnipeg, MB R2W 2M6 Canada
Dr. Christine Mayor’s critical and interdisciplinary research program focuses on the intersection of trauma, (anti-)racism, educational equity, and the arts.
Recent and ongoing projects include:
Her research interests include:
Dr. Mayor teaches from an anti-racist, decolonizing, and intersectional feminist perspective using creative and innovative pedagogy. She is a trained Walls to Bridges instructor (centering lived experience and using creative methods when teaching in carceral settings). She has also been profoundly impacted by the teachings she has received from Centre for Indigegogy, including circle work and the Advanced Decolonizing Education Certificate.
As a white settler instructor teaching in the Inner City Social Work program, she strives to teach and learn from a place of relational accountability and mutual respect.
In addition to her social work teaching at the University of Manitoba, she is internationally sought out as a teacher, trainer, and supervisor in drama therapy.
SWRK 1200 Introduction to Canadian Social Welfare
SWRK 3100 Systematic Inquiry in Social Work
SWRK 3130 Contemporary Canadian Social Welfare Policy
SWRK 4200/4300 Field Focus, Mental Health
Courses Under Development:
SWRK 4256 Trauma-Focused Social Work Practice
SWRK 4628 Creativity and Arts-Based Methods for Social Work Practice
Dr. Mayor’s academic work is built on 12 years of critical practice and community experience as a Board Certified Trainer and Registered Drama Therapist (BCT/RDT) and Registered Psychotherapist (RP) with a specialization in trauma. Her practice work often includes Theatre of the Oppressed and Developmental Transformations.
Prior to her doctoral studies, she was the Director of ALIVE, a multi-city, trauma-centered K-12 school program where, in addition to training and managing a team of clinicians, she provided direct clinical service to primarily low-income Black, Latinx, and/or immigrant and refugee students who had experienced complex trauma. She was also the Assistant Clinical Director of the Post-Traumatic Stress Center in New Haven, Connecticut, where she supported children, youth, and adults who had experienced interpersonal, state-produced, and systemic forms of trauma in individual, couples, family, and group settings.
Dr. Mayor also served as a researcher for state-level policy and legislation at the Commission on Children at the Connecticut General Assembly. In Ontario, she maintained a small clinical supervision and private practice.
Dr. Mayor was a long-time member of the Walls to Bridges Collective at the Grand Valley Institute for Women, a collective comprised of individuals who are currently incarcerated and those working in solidarity, and is part of the national Walls to Bridges Network.
She has a history of service with the North American Drama Therapy Association and has held leadership roles on a variety of committees, including Ethics Competencies, Education, International, Research, Diversity, Journal Creation, and Annual Conference committees. She is the founding and current Associate Editor of Drama Therapy Review, the first peer-reviewed journal focused on drama therapy in North America.
Since joining the faculty, Dr. Mayor has served on a number of committees, including the Research Committee, Tenure Committee, Tenure and Promotion Revision of Guidelines Committee, Inner City Social Work Part-Time Selection Committee, Inner City Social Work Full-Time Selection Committee, and several Hiring Committees. She is also a member of the Senate Committee for Admissions Appeals.
During her doctoral studies at Wilfrid Laurier University, she served on Divisional Council and the Equity Committee, along with being a founding member of White Accountability in Social Work.
Peer-Reviewed Journal Articles
Mayor, C. (in press). Punishing Black trauma: Anti-Black racism and ‘trauma-informed’ school social work. Journal of the Society for Social Work and Research. https://doi.org/10.1086/726043
Frydman, J. S. & Mayor, C. (2023). A scoping review on the use and potential of school-based drama therapy to enhance socio-emotional skills in early childhood. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01471-1
Walls to Bridges Grand Valley Institution for Women Collective. (2023). Staying connected across the wall during the COVID-19 pandemic. Journal of Prisoners on Prisons, 31(1), 46-63. https://doi.org/10.18192/jpp.v32i1.6742
Pollack, S. & Mayor, C. (2022). The how of social justice education in social work: Decentering colonial whiteness and building relational reflexivity through circle pedagogy and image theatre. Social Work Education. Online First. https://doi.org/10.1080/02615479.2022.2104244
Mayor, C. (2022). Anti-racist research praxis: Feminist relational accountability and arts-based reflexive memoing for qualitative data collection in social work research. Affilia, 37(4), 624-644. https://doi.org/10.1177/08861099221102702
Mayor, C. & Pollack, S. (2022). Creative writing and decolonizing intersectional feminist critical reflexivity: Challenging neoliberal, white, gendered colonial practice norms in the COVID-19 pandemic. Affilia, 37(3), 382-395. https://doi.org/10.1177/08861099211066338
Mayor, C. (2021). Teacher reactions to trauma disclosures from Syrian refugee students. Children & Schools: A Journal of the National Association of Social Workers, 43(3), 131-140. https://doi.org/10.1093/cs/cdab013
Mayor, C. & Frydman, J. S. (2021). Understanding school-based drama therapy through the core processes: An analysis of interventions. The Arts in Psychotherapy, 73, 101766. https://doi.org/10.1016/j.aip.2021.101766
Frydman, J. S. & Mayor, C. (2021). Implementation of drama therapy services in the North American school system: Responses from the field. Psychology in the Schools, 56(6), 955-974. https://doi.org/10.1002/pits.22481
Mayor, C. (2020). Embodied tableaux: A drama method for social work arts-based research. Qualitative Social Work, 19(5-6), 1040-1060. https://doi.org/10.1177/1473325020923000
Sajnani, N., Mayor, C., & Tillberg-Webb, H. (2020). Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online. The Arts in Psychotherapy, 69, 101668. https://doi.org/10.1016/j.aip.2020.101668
Mayor, C. (2019). “It’s just not what we see”: Trauma training for teachers working with Syrian refugee students. Critical Social Work, 10(2), 3-26. https://doi.org/10.22329/csw.v20i1.5953
Mayor, C. (2019). Whitewashing trauma: Applying neoliberalism, governmentality, and whiteness theory to trauma training for teachers. Whiteness and Education, 3(2), 198-216. https://doi.org/10.1080/23793406.2019.1573643
Mayor, C. & Suarez, E. (2019). A scoping review of the demographic and contextual factors in Canada’s educational opportunity gaps. Canadian Journal of Education/Revue Canadienne de L’Education, 42(1), 42-87. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3397
Mayor, C. (2019). Drama therapists as “double agents”: Being caught by and creatively resisting neoliberal school reform climate. Drama Therapy Review, 5(1), 49-67. https://doi.org/10.1386/dtr.5.1.49_1
Mayor, C. & Frydman, J. S. (2019). The prevalence and practice of drama therapy in the North American school system: A descriptive report of contemporary service delivery. Drama Therapy Review, 5(1), 7-25. https://doi.org/10.1386/dtr.5.1.7_1
Sajnani, N., Mayor, C., Burch, D., Davis, C., Feldman, D., Kelly, J., Landis, H., & McAdam, E. (2019). Collaborative discourse analysis on the use of drama therapy to treat trauma in schools. Drama Therapy Review, 5(1), 27-47. https://doi.org/10.1386/dtr.5.1.27_1
Mayor, C. (2018). Political openings in Developmental Transformations: Performing an ambivalent love letter. Drama Therapy Review, 4(2), 233-247. https://doi.org/10.1386/dtr.4.2.233_1
Frydman, J. S. & Mayor, C. (2017). Trauma and early adolescent development: Case examples from a trauma-informed public health middle school program. Children & Schools: A Journal of the National Association of Social Workers, 39(4), 238-247. https://doi.org/10.1093/cs/cdx017
Pitre, R., Mayor, C., & Johnson, D.R. (2016). Developmental Transformations short-form as a stress reduction method for children. Drama Therapy Review, 2(2), 167-181. https://doi.org/10.1386/dtr.2.2.167_1
Mayor, C. (2016). Performativity, role reversal and disruptions in Joshua Oppenheimer’s The Act of Killing. Drama Therapy Review, 2(1), 123-135. https://doi.org/10.1386/dtr.2.1.123_1
Mayor, C. (2012). Playing with race: A theoretical framework and approach for creative arts therapists. The Arts in Psychotherapy, 39(3), 214-219. https://doi.org/10.1016/j.aip.2011.12.008
Johnson, D. R., Sajnani, N., Mayor, C., & Davis, C. (2021). The Miss Kendra Program: Addressing toxic stress in the school setting. In D. R. Johnson & R. Emunah (Eds.), Current approaches in drama therapy (3rd ed., pp. 362-298). Charles C. Thomas.
Sajnani, N., Mayor, C. & Boal, J. (2021). The Theatre of the Oppressed. In D. R. Johnson & R. Emunah (Eds.), Current approaches in drama therapy (3rd ed., pp. 561-586). Charles C. Thomas.
Mayor, C. & Dotto, S. (2014). De-Railing history: Trauma stories off the track. In N. Sajnani, & D. R. Johnson (Eds.), Trauma-informed drama therapy: Transforming clinics, classrooms, and communities (pp. 306-328). Charles C. Thomas.
Pollack, S. & Mayor, C. (2023). Editorial: Walls to Bridges: Introduction from the issue editors. Journal of Prisoners on Prisons, 32(1), 1-7. https://doi.org/10.18192/jpp.v32i1.6739
Frydman, J. S. & Mayor, C. (2019). Editorial: Drama therapists in schools: Holding and exploring multiple paradigms. Drama Therapy Review, 5(1), 3-6. https://doi.org/10.1386/dtr.5.1.3_2