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<p>Critical race theory interrogates how systemic inequities in higher education are reproduced through institutional cultures and everyday practices, which interact with material disparities in broader society. Actors positioned within these institutions can collude with or resist unjust systems, within their means. The discourse analysis that anchors this article explores how contractually-employed teaching assistants (henceforth simply Assistants) contribute to, or resist, injustice while working with students in the context of tutorials that directly topicalise systemic racism. Based on individual interviews with Assistants serving in a Department of English and Cultural Studies at a historically-white South African university where the contemporary student body predominantly identifies as black, I unpack the discursive practices through which Assistants implicate their own institutional embeddedness in students’ learning experiences. I hone this article on Assistants’ openness to vulnerability as they interrogate their own systemic embeddedness, and how they experiences themselves as becoming vulnerable to expectations from students.</p>
</abstract>

Critical race theory interrogates how systemic inequities in higher education are reproduced through institutional cultures and everyday practices, which interact with material disparities in broader society. Actors positioned within these institutions can collude with or resist unjust systems, within their means. The discourse analysis that anchors this article explores how contractually-employed teaching assistants (henceforth simply Assistants) contribute to, or resist, injustice while working with students in the context of tutorials that directly topicalise systemic racism. Based on individual interviews with Assistants serving in a Department of English and Cultural Studies at a historically-white South African university where the contemporary student body predominantly identifies as black, I unpack the discursive practices through which Assistants implicate their own institutional embeddedness in students’ learning experiences. I hone this article on Assistants’ openness to vulnerability as they interrogate their own systemic embeddedness, and how they experiences themselves as becoming vulnerable to expectations from students.

A critical race theoretic analysis of vulnerability among teaching assistants in a South Africa Department of English

Society Register

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Critical race theory interrogates how systemic inequities in higher education are reproduced through institutional cultures and everyday practices, which...

A critical race theoretic analysis of vulnerability among teaching assistants in a South Africa Department of English

Publicado en línea: 02 abr 2023

Páginas: 75 - 94

Recibido: 28 feb 2023

Aceptado: 27 mar 2023

DOI: https://doi.org/10.14746/sr.2023.7.1.04

Palabras clave
critical race theory, discourse analysis, systemic racism, whiteness, tutorials, higher education

© 2023 Marthinus Stander Conradie, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

A critical race theoretic analysis of vulnerability among teaching assistants in a South Africa Department of English

Publicado en línea: 02 abr 2023

Páginas: 75 - 94

Recibido: 28 feb 2023

Aceptado: 27 mar 2023

DOI: https://doi.org/10.14746/sr.2023.7.1.04

Palabras clavecritical race theory, discourse analysis, systemic racism, whiteness, tutorials, higher education

© 2023 Marthinus Stander Conradie, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Palabras clave
critical race theory, discourse analysis, systemic racism, whiteness, tutorials, higher education