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Pedagogy, Culture & Society Volume 14, 2006 - Issue 2
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Original Articles

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

Ayo A. Mansaray Institute of Education, University of London, UKCorrespondence[email protected]
Pages 171-187 | Published online: 22 Aug 2006

Citations (35)

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Read on this site (18)

Rebecca Geeson & Emma Clarke. (2023) Crossing the line: constructs of TA identity. Pastoral Care in Education 41:2, pages 245-261.
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Sally Neaum & Sam Noble. (2023) Teaching assistants’ preparedness for teaching. An exploration of teaching assistants’ views on evidence-based changes to practice. PRACTICE 5:1, pages 68-85.
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Emma Clarke. (2021) Paint pot washers or pedagogues? Is gender an issue for teaching assistants?. Educational Review 73:3, pages 263-278.
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Jo Bishop. (2021) EDUCATIONAL PARAPROFESSIONALS: UNDERPAID, UNDERVALUED AND NOW OVER HERE. British Journal of Educational Studies 69:2, pages 197-216.
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Steven Puttick, Yvonne Hill, Pat Beckley, Elizabeth Farrar, Antony Luby & Adam Hounslow-Eyre. (2020) Liminal spaces constructed by primary schools in predominantly white working-class areas in England. Ethnography and Education 15:2, pages 137-154.
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Emma Clarke & John Visser. (2019) Is a good Teaching Assistant one who ‘knows their place’?. Emotional and Behavioural Difficulties 24:4, pages 308-322.
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Gill Johnson. (2018) Sustainable support: a case of the role and deployment of teaching assistants implementing a unique early literacy intervention. Education 3-13 46:7, pages 729-740.
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Paul H. Smith. (2018) The paradox of higher vocational education: the teaching assistant game, the pursuit of capital and the self. Educational Review 70:2, pages 188-207.
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Elisabet Basford, Graham Butt & Richard Newton. (2017) To what extent are teaching assistants really managed?: ‘I was thrown in the deep end, really; I just had to more or less get on with it’. School Leadership & Management 37:3, pages 288-310.
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Teresa Lehane. (2016) “Cooling the mark out”: experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools. Educational Review 68:1, pages 4-23.
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Helen Colley & Frédérique Guéry. (2015) Understanding new hybrid professions: Bourdieu, illusio and the case of public service interpreters. Cambridge Journal of Education 45:1, pages 113-131.
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Gill Rutherford. (2012) In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education 16:8, pages 757-774.
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Cristina Devecchi, Filippo Dettori, Mary Doveston, Paul Sedgwick & Johnston Jament. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education 27:2, pages 171-184.
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Diana Burton & Ruth Goodman. (2011) 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. Pastoral Care in Education 29:2, pages 133-149.
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PatriciaE. Bourke. (2010) Inclusive education reform in Queensland: implications for policy and practice. International Journal of Inclusive Education 14:2, pages 183-193.
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PatriciaE. Bourke. (2009) Professional development and teacher aides in inclusive education contexts: where to from here?. International Journal of Inclusive Education 13:8, pages 817-827.
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Clare Woolhouse, Linda Dunne & Gill Goddard. (2009) Lifelong learning: teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree. International Journal of Lifelong Education 28:6, pages 763-776.
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Dianne Mulcahy. (2007) Managing spaces: (re)working relations of strategy and spatiality in vocational education and training. Studies in Continuing Education 29:2, pages 143-162.
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Articles from other publishers (17)

Jeanette Quill & Ella R. Kahu. (2022) Building a Bridge to Learning: The Critical Importance of Teacher Aide–Student Relationships in the Primary School Classroom. Australasian Journal of Special and Inclusive Education, pages 1-14.
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Adam Boddison & Helen Curran. (2021) The experience of SENCOs in England during the COVID‐19 pandemic: the amplification and exposure of pre‐existing strengths and challenges and the prioritisation of mental health and wellbeing in schools. Journal of Research in Special Educational Needs 22:2, pages 126-136.
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Emma Clarke. (2021) Methodological Pragmatism—Freedom from the Squeeze?. International Journal of Multiple Research Approaches 13:3, pages 267-282.
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Clare Woolhouse & Laura J. Nicholson. 2020. Mentoring in Higher Education. Mentoring in Higher Education 255 274 .
Emma Clarke & John Visser. (2019) Teaching assistants managing behaviour – who knows how they do it? Agency is the answer. Support for Learning 34:4, pages 372-388.
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Jonas Söderlund & Elisabeth Borg. (2018) Liminality in Management and Organization Studies: Process, Position and Place. International Journal of Management Reviews 20:4, pages 880-902.
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Anne O’Brien. (2017) (Not) getting the credit: women, liminal subjectivity and resisting neoliberalism in documentary production. Media, Culture & Society 40:5, pages 673-688.
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David Starr-Glass. 2018. Business Education and Ethics. Business Education and Ethics 872 894 .
Jill Opie, Joanne Deppeler & Jane Southcott. (2017) ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning 32:3, pages 267-287.
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Dianne Mulcahy. (2017) The salience of liminal spaces of learning: assembling affects, bodies and objects at the museum. Geographica Helvetica 72:1, pages 109-118.
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Emma Clarke & John Visser. (2016) Teaching Assistants managing behaviour - who knows how they do it? A review of literature. Support for Learning 31:4, pages 266-280.
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Dianne Gibson, Louise Paatsch & Dianne Toe. (2015) An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides. Australasian Journal of Special Education 40:1, pages 1-20.
Crossref
David Starr-Glass. 2016. Handbook of Research on Study Abroad Programs and Outbound Mobility. Handbook of Research on Study Abroad Programs and Outbound Mobility 89 114 .
David Starr-Glass. 2016. Advancing Teacher Education and Curriculum Development through Study Abroad Programs. Advancing Teacher Education and Curriculum Development through Study Abroad Programs 250 272 .
Gill Rutherford. 2014. Tales from School. Tales from School 239 254 .
David Starr‐Glass. (2013) Threshold work: sustaining liminality in mentoring international students. International Journal of Mentoring and Coaching in Education 2:2, pages 109-121.
Crossref
Gill Rutherford. (2011) "Doing Right By": Teacher Aides, Students with Disabilities, and Relational Social Justice. Harvard Educational Review 81:1, pages 95-119.
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