A narrative enquiry into the educational assistant's perspective: Power relations and discourse in inclusive education

Educational assistants facilitate inclusion by providing support for students with special needs. This thesis examines the structures and social environment in which educational assistants work, exploring the power dynamics affecting their role, and analyzing the discursive practices of historical documents, current policy, and research literature. These power relations, viewed through lenses of critical theory and deconstruction, come into focus as oppressive forces acting on educational assistants.

A narrative, crafted as a research fiction, explores these issues, and sheds light on the barriers which limit the contributions of educational assistants. My research suggests the educational community would benefit from exploring ways to grow beyond the limitations it imposes on educational assistants and to progress towards more collaborative relationships.