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About Alex
Dr. Alesondra (Alex) Christmas earned her PhD in Dance Studies through the Department of Dance at The Ohio State University. Her dissertation research focused on the navigations of Racial Battle Fatigue in Black women dance educators at Predominantly White Institutions. Christmas’ academic scholarship uplifts the thought, labor, and creative practices of Black women in dance. Christmas works to dismantle White Supremacy within dance by organizing with the Anti-Racist Working Group and as a curriculum designer for the upcoming Race, Equity, and Social Justice in the Arts certificate program. Through intergroup dialogue, justice centered workshops, and embodied practice, Christmas helps individuals and organizations navigate difficult conversations across difference surrounding race and systemic injustice in a movement toward collective liberation.
Christmas champions racial justice through her leadership and pedagogy. Christmas has presented at several national and international conferences, including the Dance Studies Association, Collegium for African Diaspora Dance, Ohio Dance Festival, and Association for Theatre in Higher Education. Additionally, she has designed and implemented academic courses “African Diaspora Dance in the 21st Century” and “Antiracism in the Performing Arts” for university students. Christmas is also committed to publicly accessible pedagogy; she devised “Anti-Racism in the Arts: The Basics” and “Anti-Racism & Social Justice in Dance” which are free courses available to the public.
She also infuses Black Feminist and social justice praxis into her creative processes as a dance dramaturg. Christmas' current creative scholarship is a collaborative project called Thick Like Me focused on dismantling racism, sexism, and fat-phobia in dance and beyond.
Christmas holds a Bachelor of Science in Theater with minors in Dance and Advertising and a certificate in Cultural Competency from Central Michigan University. Christmas has performed in Hue Productions and the University Theater Dance Company.
Education
Ph.D. in Dance Studies
December 2023
The Ohio State University
May 2018
Central Michigan University
Major: Theater Minors: Dance and Advertising
GPA: 3.85
May 2018
Central Michigan University
College of Liberal Arts and Social Sciences
Bachelor of Science
Certificate of Cultural Competency
Teaching Statement
"The classroom, with all its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom." ~ bell hooks
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The classroom is a space for liberatory learning. As students learn course material, they simultaneously develop agency about who they are and how to want to interact with the world. As a teacher, I know I teach more than a particular discipline; I subconsciously instill principles into my classroom that promote ethical antiracist practices and encourage individual student development. The central values that guide my teaching are 1) respect for students and their wholistic humanity, 2) inclusion of all students and their cultural backgrounds, and 3) co-creating a constructive classroom ethos. I view the teacher-student relationship as a partnership where both need each other to succeed. Working together creates an environment where students can set and accomplish their own goals and build a positive classroom community. I base my courses around the idea of education as a liberation. As students experience the courses I teach, they should be able to use the information to understand better themselves and the culture in which they live.
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My goal is for students to leave the courses I teach with some knowledge concerning the course material and an understanding of dance's cultural and political stakes. I consistently check in on them as entire human beings, so they each feel supported in their learning. As an educator committed to community liberation, I serve my students by pushing them to see and become their best selves. By challenging students to understand themselves and how the course material radiates beyond the classroom, I foster a sense of personal and social accountability that empowers students to use their gifts to promote change. Whether I am leading a class alone or co-teaching with a colleague, the classroom is a space where students can feel validated and encouraged to be active participants in their learning. Empowering students to enact their individualized pathways of liberation is always my goal.
Leadership / Service Statement
My leadership and service philosophy is simple, Do Things That Matter. This mantra has helped me not only step into various leadership positions but work on projects that in some way benefit the lives of other people. One of my early mentors instilled in me that leadership is a process, not a position. I view myself as a leader whenever I am in a service position. Interrogating my leadership and service motivation is central to maintaining myself and creating meaningful change. Regardless of the title or position I hold at the time, I view service as a large part of my praxis as a scholar and educator. Through servant-style leadership, I concentrate on how my service can benefit communities. As an individual, I am always in a relationship with others. Therefore, I cannot achieve individual without a collective experience. I believe that we can all win as a community if we are attentive, adaptive, and supportive of one another. My service works to validate and uplift others consistently through collaborations with individuals and communities.
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I center my service philosophy around intentional service that meets the specific needs of communities identify transformative ways. As a servant leader, I work diligently to unite a team and get things done, but I accomplish goals in ways that advantage everyone. My goal is to continue recognizing work that needs to be done and rise to the occasion when I am needed. I hope to continue the process of service and leadership through uplifting communities through listening, hard work, and transformational relationships. I am sure I will continue on my path of servant leadership as I work to fill the needs that arise in my communities.
J.E.D.I. Statement
As people, we live in a relationship with one another and history. While teaching dance, I emphasize the cultural and historical contexts relevant to my dance lessons. Often, I present students with information that implicates them in the racist, sexist, and homophobic histories that shape the current landscape of dance. I work to resist students from spiraling in shame from knowing they were complicit participants by sharing my background and empowering them to be active agents who think critically about the dancing they perform, observe, or support. When I present information that may contradict their preexisting beliefs, I encourage students to keep an open mind and use the classroom as a space of liberation.
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As a young, fat, Black woman, I am rarely whom my students expect to be teaching them dance history. Students have told me that I am their first Black instructor at Ohio State and that my physical representation in the classroom is one of shock. As an instructor, I am always aware that my mere existence is one of resistance. Rarely do students expect a fat Black woman to teach them about concert dance history or for explicit inclusion of political concepts like whitewashing, tokenism, or gatekeeping. The majority of my dance education was centered around White Eurocentric standards and beliefs. Because of these experiences, I have diligently worked to decenter Whiteness in my courses. In my classes, I embed value into various cultural aesthetics, belief systems, and life experiences by including course readings, viewings, and images by and about dancers of color, LGBTQIA+ dancers, and dancers of varying physical abilities. While I would not argue that my courses are perfect or above scrutiny, there is a transparent effort to communicate that Whiteness is not the standard or foundation for dance.
Professional Experience
August 2019 - 2023
Graduate Teaching Associate
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Lead Instructor for Anti-Racism in the Performing Arts
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Lead Instructor for Western Concert Dance
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Lead Instructor for African Diaspora Dance in the 21st Century
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TA for Dance in Pop Culture
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TA for Dance in Global Contexts
August 2019 - 2023
Graduate Research Associate
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Lead Meetings for Community Engaged Arts Programming
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Manage grant budgets & Spreadsheets
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Collaborate to create year-long arts programming
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Develop Academic Curriculum for University Certificate
August 2019 - 2023
Graduate Teaching Orientation Facilitator
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Co-Lead session for Diversity, Equity, Inclusion, and Justice in Learning Environments
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Co-Lead session for Teaching in Any Context
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Co-Lead session for Teaching as a Grader
August 2019 - May 2020
Graduate Administrative Assistant
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Provide administrative assistance
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Research necessary programs
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Advising undergraduate student groups
2018
Dream Camp Director- Port Huron, MI
S.O.N.S., Non-Profit
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Interview and hire staff
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Organize and oversee paperwork
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Create and maintain daily and program schedules, activities, and field trips
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Interact with children and parents regularly
2015 - 2018
Multicultural Advisor- Celani Hall
Central Michigan University, Residence Life
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Advocate for students of color and all other marginalized identities
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Guide residents in using more inclusive language
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Coordinate programs that engage residents while also providing education of various social issues
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Connect with residents from the entire building and provide a safe, supportive place
2015 - 2018
Administrative Assistant
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Organize and file important documents
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Welcome guests into the office and answer any questions
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Answer telephone and run errands as needed
2016 - 2018
Dialogue Facilitator -
Central Michigan University,
Racism and Discrimination in America through Dialogue
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Facilitate small groups through dialogues surrounding racism and discrimination in America
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Adapt existing dialogue plans to better engage student involvement
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Cooperate with other facilitators to establish a safe and inclusive environment for all participants to share personal experiences
2015 - 2018
Orientation Mentor & Central Stage Director,
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Speak publicly to incoming students and their loved ones
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Lead incoming freshman through the proper steps required to graduate
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Collaborate with other leaders to create an entertaining performance that also provides helpful tips to make matriculation easier
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Produce answers to any questions students or family members may have about CMU
Professional Development
Organizations & Experiences
2020
The Alliance for the Arts in Research Universities (a2ru)
2021
Dance Studies Association (DSA)
2019 & 2020
International Association of Blacks in Dance (IABD)
June 2019
Dance USA
November 2020
Association for Theatre in Higher Education (ATHE)
August 2018 - Present
Dancers in Graduate School (DiGS)
August 2018 - Present
Anti-Racist Working Group (ARWG)
2020