ABSTRACT
Many families employ a domestic helper to assist with the smooth running of the household. The concept of ‘family’ needs to expand to include extended and non-biological members of this unit. A Pathway 1 school recognises and values the contribution and place of the helper in the care and education of their students. A Pathway 2 school disregards the value of the helper as a conduit of information/partnership related to their students within the family, even though they are an integral part of ensuring the functioning of it. On a personal level, some teachers afford their own helpers complete trust and responsibility for the care of their own children, while not transferring this consideration into their workplace practice. This practice reinforces the marginalisation of domestic helpers in spite of the fact that some are trained teachers. However, perceptions of place and status override the respect and acknowledgement due to these ‘shadow educators’ and ‘shadow mothers’.
