Enacting and/or contesting the ‘normal TA body’: social location and the experiences of teaching assistants

While social location substantially impacts faculty experiences on university campuses, comparatively little research has explored the experiences of undergraduate and graduate teaching assistants (TAs). Drawing on semi-structured interviews, this study explores how TAs at one Canadian university construct their identities as they teach. We employ the concepts of self-presentation and performativity to consider the interplay between TAs’ …