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 inner‐city 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.

Acknowledgements

I would like to thank Anthony Green for his very insightful comments and encouragement on earlier drafts and the anonymous referees for their comments. My research is funded by an ESRC PhD studentship award (PTA‐030‐2003‐00794).

Notes

1. All personal and place names have been changed to protect research participants’ anonymity.

2. The sample used in this paper consisted of seven TAs, a deputy head from each school, and a further seven TAs who took part in a focus group interview.