Liminality and in/exclusion: exploring the work of teaching assistants

Abstract

This is an exploratory study concerned with understanding the role and experiences of teaching assistants (TAs) within primary schools. The analysis suggests that TAs are constructed within a policy discourse that tends to posit their role as peripheral to teaching and learning. I offer an alternative account, deploying a concept of liminality which acknowledges the creative, open, ambiguous and ambivalent nature of the TA's role. My argument is supported by an interpretation of data drawn from a small qualitative study of TAs within two selected multi-ethnic innercity schools. It draws attention to the boundary work of TAs, both within schools and between the inside and outsides, the schools and their wider social and cultural contexts, which is important in understanding processes of in/exclusion within schools and the TAs' contributions, both overt and hidden.

Inclusive education reform in Queensland: implications for policy and practice

“…The process of engaging the school community in reform is further obstructed by educational personnel including teachers, specialist teachers, and educational 14 bureaucrats who superficially adopt inclusive education language without examining the underlying industrial age assumptions about schooling, and the power relations within schools that preclude critical examination of the existing parameters within which support for students is provided (Mansaray, 2006). As a result, students continue to be excluded even when nominally included .…”

“…They found examples of inclusive practice in schools where support networks work collaboratively to include all students in the learning process. However there are many schools where varying assumptions about inclusion, and the subsequent deployment of resources such as teacher aides, cause confusion and marginalize support staff and students rather than including all (Bourke & Carrington, 2007;Graham & Slee, 2008).The process of engaging the school community in reform is further obstructed by educational personnel including teachers, specialist teachers, and educational 14 bureaucrats who superficially adopt inclusive education language without examining the underlying industrial age assumptions about schooling, and the power relations within schools that preclude critical examination of the existing parameters within which support for students is provided (Mansaray, 2006). As a result, students continue to be excluded even when nominally included .…”

Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties

“…There are several reasons why support staff may be particularly good at forming relationships with parents, one of which is their accessibility. For instance, in comparison with teachers, support staff are likely to have a less strict timetable and may have special responsibilities for establishing and maintaining parent contact (Mansaray, 2006). Possibly assisted by the additional time spent communicating with parents, support staff often spoke of networks formed between themselves and parents where the two parties would collaborate with the united goal of creating the best outcome for the child:…”

Teachers’ Aides Working in Secondary School Settings: Preparedness and Professional Learning

“…The argument made in this paper is that debates about the adequacy of preparation of TAs should also be informed by research on TAs' own perceptions. In the research that underpins this argument, the data reveal that a number of researchers (e.g., Angelides, Constantinou, & Leigh, 2009;Mansaray, 2006;Webster, Blatchford, Bassett, Brown, Martin, & Russell, 2011) suggest that TAs are unprepared for their role in supporting students with disabilities in the through a lack of training or lack of clarity in defining their support role. However there is a dearth of information regarding the TAs perceptions of their role and the training they have performed to address the array of student related tasks inherent in their role.…”