About Me


My name is Jordan Lynton, and I am an Socio-Cultural Anthropology PhD Candidate, with a minor in Geography at Indiana University, Bloomington. My dissertation research explores how legacies of colonialism and indenture, as well as recent Chinese development in the Caribbean, complicate co-ethnic identification for Chinese communities in Jamaica. I am passionate about digital humanities, critical pedagogy, and the intersections between technology and storytelling. Nice to (virtually) meet you!

Curriculum Vitae


  • Dissertation Research
  • Digital Humanities
  • critical pedagogy
  • Technology and Storytelling


Personal Skills

Team Work

Professional Skills

Geographic Information Systems (2 years)
qualitative research (6 years)
Curriculum Development (3 years)
Mandarin Chinese (3 years)
Research Experience
  • Dissertation Research

    Mapping China in the Postcolonial Caribbean: Chinese Cultural Associations in Jamaica

    Location: Kingston, Jamaica Feburary–December 2018

    Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellow

  • Pre-dissertation Fieldwork

    Location: Kingston, Jamaica June - July 2016
  • Pre-dissertation Fieldwork

    Location: Kingston, Jamaica June 2015
  • CBA Ancestral Villages Digital Mapping Project

    See Link...

    An interactive online map detailing the 290 villages that many Chinese Jamaican families migrated from in the 19th century, as well as searchable migration database. This is part of an ongoing project in collaboration with the Chinese Benevolent Association of Jamaica.

  • Honors Thesis:

    May 2013

    Advisor: Dr. Kathleen Bell

    “An Intersectional Comparison of Female Agency in Toni Morrison’s Sula and Wang Anyi’s Song of Everlasting Sorrow

  • Research Assistant: ChinaVine & EduVine Projects


    University of Central Florida;

    Advisor: Dr. Kristin Congdon

    Organized and identified common core standards for lesson plans under the EduVine project's NEA grant; Collaborated with students, professors, and artists in universities all over the US and China; catalogued archived metadata; Orientation coordinator for new researchers into the ChinaVine program; participated and wrote field notes for an ethnographic field trip to study the Rao San Ling Festival of the Bai people in Dali, Yunnan, PRC

  • Summer Undergraduate Research Fellow, University of California, Irvine

    June- August 2012

    Project: “Chinese in Jamaica”

    Advisor: Dr. Tiffany Willoughby- Herard

  • Ethnographic Study of Peking Opera Schools, 绕三灵 (Rao San Ling) Festival

    Location: Beijing, PRC; Dali, Yunnan, PRC May 2012


CBA Ancestral Villages Mapping Project:

See Link...

This map is part of an ongoing project in collaboration with the Chinese Benevolent Association of Jamaica (CBA). The story map linked in my portfolio navigates users through an interactive history of the Chinese Jamaican Cemetery in Kingston. Digitally rectified maps of the Qing dynasty (the time period of early Hakka migration to Jamaica) as well as google maps provide users with a historic and modern view of China. The map displays the 290 villages Chinese Jamaican families inhabited prior to leaving China in the 19th century, as well as a directory and crowd sourcing option that allows users to leave messages and stories about their own family. Primary data was collected and translated by the CBA through records found in the Chinese Cemetery. I then geo-referenced the data and created the ArcGIS story map’s site and content. The story map platform provides an interpersonal experience for those searching for their ancestry. As one of my interlocutors noted in an interview, “You may not speak the language, you may not like the food, but it’s still a part of where you’re coming from... you would want to know where and who, and how you got these features.” This map is a part of making those connections a reality.


@thistooisjamaica is a photoblog that I started after returning from my second fieldwork trip to Jamaica. While doing fieldwork I captured many amazing pictures and moments, but had nowhere to share them. A quick look at Instagram revealed a preponderance of tourist images: pictures of Red Stripes, Rick's cafe, and tourists enjoying the beach. The images I saw did not reflect the Jamaica I experienced, nor the population I studied.@thistooisjamaica ismy contribution to expanding this narrative to reflect the diverse stories within the island nation. I am to create a space of mutual understanding that allows Instagram users across the world to engage with images of Jamaica that they may have never seen or imagined. On the blog I share images from the field as well as short stories/historical information I learned while doing fieldwork.

ChinaVine Project:

As an undergraduate at the University of Central Florida I conducted ethnographic research and developed content for the ChinaVine project—a collaborative Chinese folklore program that incorporates research from museums, universities, and cultural institutions. My first project was a paper documenting the history of the Peking Opera. I spent a semester collecting primary and secondary sources and writing content for the project. In 2012 I organized a small team of videographers and photographers to collect ethnographic data at the Beijing Opera Arts College. There my team and I observed, interviewed, documented (video and photography) K-12 students at the Opera school who were training to become Peking Opera actors. I later compiled and edited this data, which was added to the ChinaVine website.


Courses Taught:

"What is America?" Graduate Teaching Assistant, American Studies (Fall 2017)

“Language and Culture.” Graduate Teaching Assistant, Department of Anthropology (Fall 2016)

“Interpersonal Communication.” Instructor of Record, Department of Anthropology/ Communication and Culture (Fall 2014- Spring 2016)

Courses Developed:

“Stories from the Caribbean: Conquest, Colonialism, and Culture.” Instructor of Record, Collins Living Learning Community (Spring 2017)

Developed and implemented the Intersections of Identity and Instruction Learning Community, a critical pedagogy learning community targeted for minority graduate students through the Center for innovative Teaching and Learning.

Pedagogy Projects:

Intersections of Identity and Instruction Graduate Student Learning Community (I3GSLC) Learn more...

In Spring 2015, as an Emissary for Graduate Student Diversity, I co-founded and served as the inaugural facilitator for the Intersections of Identity and Instruction Graduate Student Learning Community (I3GSLC). Housed in the Center for Innovative Teaching and Learning, the I3GSLC is a discussion/praxis-based community with the purpose of providing a safe space for Associate Instructors from historically unrepresented groups. In our meetings, we discuss issues within our classrooms and read feminist/critical pedagogy. We embolden members to share their knowledge at conferences, workshops, and in their departments. Now in its fourth iteration, we are currently revising a publication to disseminate the I3GSLC model to university contexts.