Racialized and Colonial Experiences of Graduate Teaching Assistants: Oppression, Meaning and Transformation

Despite significant research on racialized inequity in higher education, little research examines the experiences of TAs who are Black, Indigenous or people of colour (BIPOC) in Canada. Based on 37 semi-structured interviews with BIPOC domestic graduate student TAs, this article explores the racialized and colonial oppression of BIPOC TAs: They confront racism from students (disrespect, challenges to their authority and expertise; microaggressions and discrimination; exposure to racist and colonial discourse in students’ work). They also experience challenges with TA supervisors (not being heard; discriminatory discipline; political alienation). Finally, BIPOC TAs face racism within administration (“unthinking” racism; discrimination). Yet, BIPOC TAs also experience TAing as a source of meaning (love of teaching; pride in their pedagogy; desire to help students) and transformation (fostering critical thinking; reflecting students’ identities; being a role model). Although BIPOC TAs are marginalized by institutional whiteness-coloniality, they engage in resistance from the position of marginality. Given the vital role TAs play in today’s universities, attention is needed to address the inequities faced by BIPOC TAs and to support their role in transforming the university.