The Invisible Carework of Anti-racist Pedagogy: The Experiences of Graduate Student Teaching Assistants

Author:

Matsuda Rivero Ayumi1ORCID,Webb Sophie1

Affiliation:

1. University of California, San Diego, La Jolla, CA, USA

Abstract

In this essay, we discuss our experience as graduate teaching assistants (GTAs) in a first-year writing program with an explicitly anti-racist pedagogy. The growing literature on critical pedagogy focuses on the instructor-undergraduate student dynamic but does not address the necessary role of GTAs in implementing anti-racist pedagogy. We use feminist theory to contend that care is an inherent component of anti-racist pedagogy and that GTAs are integral actors in providing that care. We highlight the indispensable role of GTAs in navigating the complexities of larger classes as anti-racist pedagogy is scaled up beyond the individual classroom and instructor. We conclude by providing three possible solutions to address this challenge.

Publisher

SAGE Publications

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