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J. Park  \nCarleton University, Augustine.Park@carleton.ca Jasmeet Bahia  \nCarleton University, JasmeetBahia@cmail.carleton.ca Alex Bing  \nUniversity of Saskatchewan, [Alex.Bing@usask.ca](Alex.Bing@usask.ca)  \nFollow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.17213](https://doi.org/10.5206/cjsotlrcacea.2024.3.17213)  \nRecommended Citation  \nPark, A. S. J., Bahia, J., & Bing, A. (2024) . Racialized and colonial experiences of graduate teaching assistants: Oppression, meaning and transformation. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3) .  \n[https://doi.org/10.5206/cjsotlrcacea.2024.3.17213](https://doi.org/10.5206/cjsotlrcacea.2024.3.17213)  \nRacialized and Colonial Experiences of Graduate Teaching Assistants: Oppression, Meaning and Transformation  \nAbstract  \nDespite significant research on racialized inequity in higher education, little research examines the experiences ofTAs who are Black, Indigenous or people of colour (BIPOC) in Canada. Based on 37 semistructured 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 BIPOCTAs and to support their role in transforming the university.  \nMalgré les nombreuses recherches sur l'iniquité raciale dans l'enseignement supérieur, peu d'études examinent les expériences des assistants et des assistantes d’enseignement qui sont noirs, autochtones ou de couleur (BIPOC) au Canada. Basé sur 37 entrevues semi-structurées avec des assistants et des assistantes d’enseignement noirs, indigènes ou de couleur au Canada étudiants et étudiantes des cycles supérieurs, cet article explore l'oppression raciale et coloniale des assistants et des assistantes d’enseignement BIPOC : ils sont confrontés au racisme des étudiants et des étudiantes (manque de respect, contestation de leur autorité et de leur expertise, micro-agressions et discrimination, exposition au discours raciste et colonial dans les travaux des étudiants et des étudiantes) . Ils sont également confrontés à des difficultés avec leurs superviseurs (ne sont pas entendus, discipline discriminatoire, aliénation politique) . Enfin, les assistants et les assistantes d’enseignement BIPOC sont confrontés au racisme au sein de l'administration (racisme « irréfléchi », discrimination) . Pourtant, les assistants et les assistantes d’enseignement BIPOC vivent aussi l'expérience d’être assistants d’enseignement comme une source de sens (amour de l'enseignement, fierté de leur pédagogie, désir d'aider les étudiants et les étudiantes) et de transformation (encourager la pensée critique, refléter lesidentités des étudiants et des étudiantes, être un modèle de rôle) . Bien que les assistants et les assistantes d’enseignement BIPOC s","cbCainXjZJC7Q46G","https://ap.wps.com/l/cbCainXjZJC7Q46G","pdf",243656,17,"English","# Abstract\n## Experiences of oppression\n## Meaning and transformation\n## Resistance and university implications","[{\"question\":\"What does the study focus on regarding graduate teaching assistants in Canada?\",\"answer\":\"It examines racialized and colonial experiences of BIPOC graduate teaching assistants, drawing on 37 semi-structured interviews.\"},{\"question\":\"Where do BIPOC TAs report oppression in their work?\",\"answer\":\"They describe racism from students, challenges with TA supervisors, and discrimination within university administration.\"},{\"question\":\"How do BIPOC TAs make meaning and contribute to transformation?\",\"answer\":\"They experience TAing as a source of meaning and identity affirmation through teaching, while also engaging in resistance that fosters critical thinking and supports university change.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Issue 3 - Article 4 | PDF",1792083029,43]