"Doing Right by": Teacher Aides, Students with Disabilities, and Relational Social Justice

Autor/in	Rutherford, Gill
Titel	"Doing Right by": Teacher Aides, Students with Disabilities, and Relational Social Justice
Quelle	In: Harvard Educational Review, 81 (2011) 1, S.95-119 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Caring; Social Justice; Teacher Aides; Disabilities; Foreign Countries; Literature; Paraprofessional School Personnel; Role; Competence; Student Rights; Interviews; Special Education; Interpersonal Relationship; New Zealand + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Soziale Gerechtigkeit; Handreichung; Lehrerhilfe; Handicap; Behinderung; Ausland; Literatur; Rollen; Kompetenz; Interviewing; Interviewtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Neuseeland
Abstract	In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The study findings, interpreted within a framework of relational social justice, add another dimension to what has already been documented in research literature about the paradoxical nature of teacher aides' work. (Contains 2 notes and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10