Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school

Educational personnel are seen as agents of change toward inclusive schools. This research aims to examine the daily-based interactions through which inclusion is experienced by support teachers and how their social identity constructed within a secondary school in northern Italy province. The theoretical basis this formed conceptual contributions approach symbolic interactionism understand self-categorization identification processes, narratives actors. An ethnographic design was implemented, with 4-month participant observation 20 semi-structured interviews long duration main data collection techniques. Fieldnotes transcriptions were inductively analyzed thematic grounded theorising. Results show community there strong hierarchical relationship among teachers, where experience feelings inferiority marginalisation, since they have entered school. These also shaped culture management. However, potential avant-garde role process. Future should target aspect investigate best practices.