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Towards postcolonial pedagogies: How graduate teaching assistants foster collectivism and transcultural classrooms

Collins, Jo (2019) Towards postcolonial pedagogies: How graduate teaching assistants foster collectivism and transcultural classrooms. Innovations in Education and Teaching International, . ISSN 1470-3297. (doi:10.1080/14703297.2019.1702891)

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https://doi.org/10.1080/14703297.2019.1702891

Abstract

Research on international Graduate Teaching Assistants (GTAs) commonly emphasises deficits. Themes include lack of proficiency in English; deficiency of teaching experience; and ‘incomplete’ professional identity. Such framing neglects the resources that international GTAs bring to their classrooms. This study looks specifically at lived experiences of four GTAs, examining their identity work through the ‘transcultural’ and collectivist exchanges they foster in their classrooms. The study approaches ‘Internationalisation’ through the perspectives of four female GTAs from former colonies, to examine how they deploy strategies to decentre power and ‘de-individualise’ the classroom. Here these postcolonial perspectives affirm that international education is not a one-way process from ‘core’ to ‘periphery’, but a complex transcultural inter-change. Identifying these collectivist and ‘transcultural’ teaching practices suggests future avenues for research, towards identifying whether/how postcolonial GTAs develop postcolonial pedagogies.

Item Type: Article
DOI/Identification number: 10.1080/14703297.2019.1702891
Uncontrolled keywords: Graduate Teaching Assistants (GTAs), postcolonial pedagogy, transcultural exchange, individualism, collectivism
Subjects: L Education
Divisions: Central Services > Graduate School
Depositing User: Jo Collins
Date Deposited: 11 Dec 2019 17:30 UTC
Last Modified: 13 Dec 2019 14:59 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/79265 (The current URI for this page, for reference purposes)
Collins, Jo: https://orcid.org/0000-0002-6526-6198
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