International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

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International Journal of Progressive Education 2008, Vol. 4(1) 24-48

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

Riyad Ahmed Shahjahan

pp. 24 - 48

Publish Date: February 15, 2008  |   Single/Total View: 123/379   |   Single/Total Download: 175/652

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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.

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How to Cite this Article?

APA 7th edition
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.

Harvard
Shahjahan, R. (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), pp. 24-48.

Chicago 16th edition
Shahjahan, Riyad Ahmed (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.

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