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In the belly of paradox: Teaching equity in an [in]equitable space as a graduate Teaching Assistant (TA)

Year 2008, Volume: 4 Issue: 1, 24 - 48, 01.04.2008

Abstract

While much has been written on teaching equity and social justice issues in the higher education classroom from a faculty perspective, there exists scant literature on these issues from the perspective of graduate Teaching Assistants (TAs). In this paper, a TA of a research intensive university, using a variety of sources of evidence, analyzes his experiences teaching equity studies in the university context. Using an anti-colonial discursive framework he offers answers to the following questions: What are the paradoxes, contradictions and challenges of teaching equity and social justice issues as a TA in the university context? Some of the issues he raises are the inequitable curricula, engaging with student difference in an inclusive manner, privileging certain bodies in assignments and classroom discussions, and dealing with student diversity without marginalizing equity studies itself. He concludes with a discussion on the implications of the challenges in teaching equity studies in the higher education context

References

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  • Brookfield, S. D. (2003). Racializing the discourse of adult education. Harvard Educational Review, 73(4), 497-523.
  • Burk, J. E. (2001). Preparing the professoriate: instructional design training for GTAs. Journal of Graduate Teaching Assistant Development, 8(1), 21-26.
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Year 2008, Volume: 4 Issue: 1, 24 - 48, 01.04.2008

Abstract

References

  • Agnew, V. (2003). Where I come from. Waterloo: Wilfred Laurier University Press.
  • Alexander, M. J. (2005). Pedagogies of crossing: Meditations on feminism, sexual politics, memory and the sacred. Durham: Duke University Press.
  • Alston, K. (1995). Begging the question: is critical thinking biased? Educational Theory, 45(2), 225-233.
  • Angod, L. (2006). From post-colonial to anti-colonial politics: Difference, knowledge and R. v. R.D.S. In G. S. Dei & A. Kempf (Eds.), Anti-colonialism and education: The politics of resistance (pp. 159-173). Rotterdam: Sense Publishers.
  • Anon. (1995). A graduate student's journey. New Directions for Student Services, 72, 7-12.
  • Apple, M. (2004). Ideology and curriculum (3rd ed.). New York: Routledge.
  • Arnowitz, S. (2001). The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning. Boston: Beacon Press.
  • Bailin, S. (1995). Is critical thinking biased? clarifications and implications. Educational Theory, 45
  • Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in Canadian Universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2), 82-95.
  • Blaut, J.M. (1993). The colonizer's model of the world: Geographical diffusionism and Eurocentric history. New York: Guilford Press.
  • Bollis-Pecci, T. S., & Walker, K. L. (1999-2000). Peer mentoring perspectives in GTA training: a conceptual road map. Journal of Graduate Teaching Assistant Development, 7(1), 27-37.
  • Boler, M & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In Trofonas, P. (Ed.) Pedagogies of difference: Rethinking education for social change (pp. 110-136). New York: RoutledgeFarmer.
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  • Brookfield, S. D. (2003). Racializing the discourse of adult education. Harvard Educational Review, 73(4), 497-523.
  • Burk, J. E. (2001). Preparing the professoriate: instructional design training for GTAs. Journal of Graduate Teaching Assistant Development, 8(1), 21-26.
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  • Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York: Routledge.
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  • Dei, G. (1996). Anti-racism education theory and practice. Halifax: Fernwood Publishing.
  • Dei, G. (2000). Rethinking the role of indigenous knowledges in the academy. International Journal of Inclusive Education, 4(2), 111-132.
  • Dei, G. J. S. (2006). Introduction: Mapping the terrain--towards a new politics of resistance. In G. J. S. Dei & A. Kempf (Eds.), Anti-colonialism and education: The politics of resistance (pp. 1-23). Rotterdam: Sense Publishers.
  • Dei, G.J.S., Hall, B., & Rosenberg, D.G. (2000). (Eds.). Indigenous knowledges in the global contexts: Multiple readings of the world. Toronto: University of Toronto Press.
  • Dei, G., & Asgharzadeh, A. (2001). The power of social theory: The anti-colonial discursive framework. Journal of Educational Thought, 35(3), 297-323.
  • Dei, G., Asgharzadeh, Bahador & Shahjahan (2006). Schooling and difference in Africa: Democratic challenges in a contemporary context. Toronto: University of Toronto press.
  • Dei, G. J. S., & Kempf, A. (Eds.). (2006). Anti-colonialism and education: The politics of resistance. Rotterdam: Sense Publishers.
  • Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), 280-298.
  • Egege, S. & Kutieleh, S. (2004). Critical thinking: Teaching foreign notions to foreign students. International Education Journal, 4(4), 75-85.
  • Ellsworth, E. (1992). Why doesn't this feel empowering: Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and Critical Pedagogy (pp. 90-119). New York: Routledge.
  • Eyre, L. (1993). Compulsory heterosexuality in a university classroom. Canadian Journal of Education, 18(3), 273-284.
  • Fanon, F. (1963). The wretched of the earth. New York: Grove Press.
  • Farnum, R. (1997). Elite college discrimination and the limits of conflict theory. Harvard Educational Review, 67(3), 507-530.
  • Feezel, J. D., & Meyers, S. A. (1997). Assessing graduate teaching assistant communication concerns. Communication Quarterly, 45(3), 110-124.
  • Fernandes, L. (2003). Transforming feminist practice: Non-violence, social justice and the possibilities of a spiritualized feminism. San Francisco: Aunt Lute Books.
  • Flores, J. (1997). Latino studies: New contexts, new concepts. Harvard Educational Review, 67(2), 208-221.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Freire, P. (1994). Pedagogy of hope. New York: Continuum.
  • Freire, P. (1997). A response. In P. Freire, J. Fraser, D. Macedo, T. McKinnon & W. Stokes (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (pp. 303-329). New York: Peter Lang.
  • Freire, P. (1998a). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, Maryland: Rowman and Littlefield.
  • Freire, P. (1998b). Teachers as cultural workers: Letters to those who dare teach. Boulder, Colorado: Westview Press.
  • Gandhi, M. (2002). The essential Gandhi: An anthology of his writings on his life, work and ideas. New York: Vintage books.
  • Giroux, H. (1986). Radical pedagogy and the politics of student voice. Interchange, 17(1), 48-69.
  • Giroux, H. (1992). Border crossings: Cultural workers and the politics of education. New York: Routledge.
  • Giroux, H. (1996). Living dangerously: Multiculturalism and the politics of difference. New York: Peter Lang.
  • Giroux, H. & Giroux, S. (2004). Take back higher education: Race, youth, and the crisis of democracy in the post-civil rights era. New York: Palgrave MacMillan.
  • Glass, R. D. (2001). On Paulo Freire’s philosophy of praxis and the foundations of liberation education. Educational Researcher, 30(2), 15-25.
  • Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness. Halifax: Fernwood Publishing.
  • Hanohano, P. (1999). The spiritual imperative of native epistemology: Restoring harmony and balance to education. Canadian Journal of Native Education, 23(2), 206-218.
  • Harris, H. (2002). Coyote goes to school: The paradox of indigenous higher education. Canadian Journal of Native Education, 26(2), 187-196.
  • Harrison, N. (2003). How are human relations practiced in language? English and Indigenous students at university. Paper presented at the AARE Conference, Auckland, New Zealand.
  • Harrison, N. (2004). Rethinking critical thinking: Indigenous students studying at university. Teaching Education, 15(4), 375-384.
  • Hoodfar, H. (1992). Feminist anthropology and critical pedagogy: The anthropology of classrooms' excluded voices. Canadian Journal of Education, 17(3), 303- 321.
  • hooks, b. (1994). Teaching to transgress: Education as a practice of freedom. New York: Routledge.
  • Kenway, J., & Modra, H. (1992). Feminist pedagogy and emancipatory possibilities. In C. Luke & J. Gore (Eds.), Feminisms and Critical Pedagogy (pp. 138-166). New York: Routledge.
  • Lal, S. (2000). Dangerous silences: Lessons in daring. Radical Teacher, 58, 12-15.
  • Laubscher, L., & Powell, S. (2003). Skinning the drum: Teaching about diversity as "other". Harvard Educational Review, 73(2), 203-224.
  • Leathwood, C. (2005). Assessment policy and practice in higher education: purpose, standards and equity. Assessment & Evaluation in Higher Education, 30(3), 307-324.
  • Loomba, A. (1998). Colonialism/postcolonialism. London: Routledge.
  • Maher, F.A. & Tetreault, M.K. (1994). The feminist classroom. New York: Basic Books.
  • Margonis, F. (2003). Paulo Freire and post-colonial dilemmas. Studies in Philosophy and Education, 22, 145-156.
  • Marker, M. (2004). Theories and disciplines as sites of struggle: The reproduction of colonial dominance through the controlling of knowledge in the academy. Canadian Journal of Native Education, 28(1/2), 102-110.
  • Martin, J. R. (1992). Critical thinking for a humane world. In S. Norris (Ed.), The Generalizability of Critical Thinking (pp. 163-180). New York: Teachers College Press.
  • McKenna, K. (1991). Subjects of discourse: Learning the language that counts. In H. Bannerji, L. Carty, K. Dehli, S. Helad & K. McKenna (Eds.), Unsettling Relations: The University As a Site of Feminist Struggles (pp. 109-128). Toronto: Women's Press Collective.
  • McLaren, P. (1997). Freiran pedagogy: The challenge of postmodernismand the politics of race. In P. Freire, J. Fraser, D. Macedo, T. McKinnon & W. Stokes (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire (pp. 99- 125). New York: Peter Lang.
  • McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education (3rd ed.). New York: Longman.
  • Memmi, A. (1991). The colonizer and the colonized. Boston: Beacon Press.
  • Mihesauh, D., & Wilson, A. (Eds.). (2004). Indigenizing the academy: Transforming scholarship and empowering communities. Lincoln: University of Nebraska Press.
  • Minh-ha, T.T. (1989). Woman, native, other: Writing postcoloniality and feminism. Bloomingtom: Indiana University Press.
  • Mohanty, C. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Durham, NC: Duke University Press.
  • Nakagawa, Y. (2000). Education for awakening: An Eastern approach to holistic education. Vermont: Foundation for Educational Renewal.
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There are 111 citations in total.

Details

Other ID JA48TM53EJ
Journal Section Articles
Authors

Riyad Ahmed Shahjahan This is me

Publication Date April 1, 2008
Published in Issue Year 2008 Volume: 4 Issue: 1

Cite

APA Shahjahan, R. A. (2008). In the belly of paradox: Teaching equity in an [in]equitable space as a graduate Teaching Assistant (TA). International Journal Of Progressive Education, 4(1), 24-48.