Yes / This paper offers a critical reflection on the experience of two former Graduate Teaching Assistants (GTAs) - the authors - who were tasked with creating a digital learning program during the first UK national lockdown in 2020. The program drew from an emerging body of literature that seeks to employ Freirian pedagogies in the digital classroom and was designed to equip both new and established members of faculty with the skills needed for online teaching. While taking on this challenge, however, the experienced GTAs found that their pedagogical instincts and practices were challenged by their positionalities as young Early Career Researchers (ECRs) from underrepresented groups in British Academia. The aim of this paper is thus to scrutinise the potential for online learning to democratise and shift perceived hierarchies within academia, not only for students, but for ECRs navigating the structures of university teaching in the current employment climate.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/19819 |
| Date | 29 January 2024 |
| Creators | Grimaldi, A., Selvaraj, M. Sudhir |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Published version |
| Rights | © 2022 Simon Fraser University for the Public Knowledge Project. This work is distributed under the Creative Commons CC-BY license (https://creativecommons.org/licenses/by/4.0/), CC-BY |
| Relation | https://journals.studentengagement.org.uk/index.php/gtateach/article/view/1150 |
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