Title: The Social Construction of Support Teachers’ Identity – An Ethnographic Research on the Marginalisation in the Inclusive School
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Authors:
Laura Emma Milani Marin, Ca' Foscari University, Italy
Alessandra Cecilia Jacomuzzi, Ca' Foscari University, Italy
Abstract:
The current research suggests focusing on educational personnel as agents of change towards an effective school inclusion, in which collaboration between support teachers and main teachers play a crucial role. The focal point of the present paper are social interactions between the two groups of teachers in a northern Italy secondary school. The objective is to understand the support teachers’ social identity construction and their experience of inclusion. The conceptual contributions of Social Identity Approach and Symbolic Interactionism are used to study self-categorisation and identification processes, through the actors’ narratives. From the analysis of the ethnographic and in-depth interview data, it emerges a school community in which exists a hierarchy among teachers that is shaped by colleagues and the management. Support teachers experience both a sense of inferiority and a stigmatised social identity during their workplace socialisation. However, their narratives reveal their avant-garde role as agents of change towards inclusive processes. Therefore, future research should direct at investigating inclusion best practises.
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