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At 14, Jacqui Getfield envisioned a future as a broadcaster, journalist, or university professor. She quickly realized the first two dreams, but the third took time and a deeper sense of purpose, which ultimately came from motherhood.

“My journey to find an academic home started in 2000. I knew I wanted to research but didn't know what,” Getfield recalls. “The more I tried to write a statement of interest, the more confused I got. But after having twins — clarity.”

Motherhood exposed Getfield to the challenges of navigating a medical system that often dismissed her insights, especially as a Black mother of twins diagnosed with autism. This experience highlighted a broader disconnect between experts and marginalized communities, exacerbated by cultural and racial misunderstandings.

It was an experience that has led — through her 91���� education — to her work as an equity, diversity, accessibility, and inclusion consultant and an adjunct professor.

“I remember thinking, 'Why don’t medical professionals value my perspective? Why do they assume their knowledge is more valid than mine, even though I am the mother?'”
 

Discovering her passion

Getfield sought guidance from Professor Njoki Wane, whom she had previously consulted about her doctoral research direction. Their conversation was a turning point. "Dr. Wane listened, and then she smiled. I saw teeth. I saw happiness. She said, 'Finally, you have something that we can study.'"

Wane encouraged Getfield to speak with Tanya Titchkosky, a professor of disability studies. Their meeting inspired Getfield to apply to 91���� as a “special student” and take a course on disability studies.

“I didn't know what disability studies was, and the course opened my eyes. It’s not about medical disability or impairments; it's about social interactions and the disabling conditions they create,” she says. “I learned that the real issue isn't autism itself, but the disabling conditions that emanate from social interactions.”

While pursuing her PhD in Social Justice Education, Getfield took her time choosing a thesis supervisor, engaging a half dozen professors in discussions to find the right match. She valued their challenging questions and feedback, which enhanced her academic rigor and ability to engage in robust discussions. “I was being held to task by preeminent scholars who pushed me and gave it to me straight,” she said.

She emphasizes that these interactions were a crucial part of her 91���� experience. “Get to know your professors; they hold invaluable knowledge. Some will give you half an hour, others may offer three hours. Talk to them. Don’t just graduate without fully engaging in the journey and learning from them — and your peers.”

Ultimately, Getfield chose Nina Bascia from the Department of Leadership, Higher, and Adult Education for her expertise in educational policy. With her children now in school, Getfield had become increasingly interested in how educational policies impact young learners. "I want to affect change, and part of that is learning how to reach those who make the rules, design policy, and govern its implementation," she says.

Getfield’s thesis focused on Black mothers advocating for their children in educational settings while dealing with authority, power, exclusion, and disregard. Rounding out her dissertation committee were York University professor Rachel Gorman, who specializes in disability and policy, and 91���� professor rosalind hampton, an expert in Black studies.

During her dissertation defense, Getfield found the committee’s thoughtful questions—aimed at applying her research—to be profoundly rewarding, feeling more like a collegial exchange than a formal examination.
 

Dr. Getfield’s mission

Getfield says her training at 91���� was pivotal in developing her skills to analyze social interactions, distill and translate key insights, and connect diverse groups — skills that have become central to her life’s goals.

Today, Getfield teaches at York University and the University of Calgary. Alongside her work as an equity, diversity, accessibility, and inclusion consultant, she also serves as project manager for Caribbean African Regenerative Medicine (CARM). Here, she educates African, Caribbean, and Black (ACB) communities about regenerative medicine and chronic diseases, mentors graduate and undergraduate medical student volunteers, and facilitates dialogue between medical professionals and ACB communities.

“I provide mentorship that will help them become doctors who patients really want to talk to.”

“Ultimately, I see myself as a bridge between two different worlds,” she says. “I want to get different people talking to each other. That is what I seek to do in any job I undertake, whether it's my professional work, as a consultant, or in the classroom.”

Her mission is to foster meaningful communication and exchange, bridging the gap between those with authority and resources and those without, to promote understanding and collaboration.

“I receive knowledge and I pass it on — but first, I have to make sense of it first, and I do it through an intersectional lens of race, disability, gender, and class,” Getfield says. “Through this, I hope to leave the world in a better place when I exit this earth.