Index
Jo Bishop
(University of Huddersfield, UK)
ISBN: 978-1-83982-243-8, eISBN: 978-1-83982-242-1
Publication date: 12 September 2022
This content is currently only available as a PDF
Citation
Bishop, J. (2022), "Index", Propping up the Performative School: A Critical Examination of the English Educational Paraprofessional, Emerald Publishing Limited, Leeds, pp. 183-188. https://doi.org/10.1108/978-1-83982-242-120221013
Publisher
:Emerald Publishing Limited
Copyright © 2022 Jo Bishop
INDEX
Note: Page numbers followed by “n” indicate notes.
Academic constructions of learning mentors
, 22–27
Ad hoc interventions
, 89–91
African Caribbean
, 77, 173
Appraisal
, 139–141
Area-based initiatives (ABIs)
, 9–11
Associate professional
, 1–2
Award Scheme Development and Accreditation Network (ASDAN)
, 72n6
Barriers to learning
, 3, 21, 48, 63–64, 77, 83, 87, 93, 164
defining
, 21
removing
, 21, 93, 170
Behaviour Manager/Specialist (BEHM)
, 2n1
Behaviour support
, 101, 114, 116, 143, 167–168
Behaviour support worker
, 2–4, 7, 37, 69, 75, 167, 173
Blair, Tony
, 9, 12, 15–16, 18, 161
Blue-Collar Professionalism
, 2
Blunkett, David
, 9, 12
Breakfast Club
, 77–80
Bridge agents
, 34
Bridging function
, 25
Broker function
, 34, 160
Brutal commodification of the self
, 26
Building Schools for the Future (BSF)
, 68
Cath
, 143–145, 152
Centrality of work
, 19–20
Child protection
, 132
Children Act 2004
, 16
Children’s Centres
, 19
Children’s Workforce Development Council (CWDC)
, 19
Civil Rights Movement
, 32
Classroom observations
, 154
Clause IV
, 15
Community agents
, 30
Community schools
, 5n3
Compensatory Education (CE)
, 38
movement
, 39
Composite accounts
, 63–64
Connexions advisors
, 16
Conservative new right
, 4, 11
Conservative’s Education Reform Act of 1988
, 14
Continuing professional development (CPD)
, 139–141
Covid 19 pandemic
, 6
Curriculum
, 48, 70
curriculum-pastoral split
, 163
Data
reduction, display and organisation of
, 62–63
transforming of
, 61–65
Department for Children, Schools and Families
, 157
Department for Education
, 137, 157n3
Department for Education and Employment
, 11–12
Department for Education and Skills (DfES)
, 139
Deputy Head
, 110–112
Director of Pastoral Care (DPC)
, 107, 112–113
Disjunctures
, 115–117
Early intervention programmes
, 9
Economic Opportunity Act 1964
, 32, 160
Education Act 2002
, 13
Education Action Zones (EAZs)
, 12, 15
Education Reform Act 1988
, 14, 161
Educational paraprofessionals
, 1, 3
drawing parallels between policy agendas in construction of
, 159–161
heroic characterisations
, 6
Educational paraprofessionals
, 29
Educational priority areas (EPAs)
, 10–11
Emotional labour
, 26, 41–44
Engagement mentoring
, 25–26, 170
English as an Additional Language
, 67n2
Enrichment
, 102–104
Ethics
, 51–52
Ethnography
of learning mentor team
, 159
studies
, 14
Ever-changing systems
, 130
Every Child Matters (ECM)
, 16–19, 32, 161
five outcomes
, 17, 125
policy
, 125
Everyday life work
, 54–58
‘Everyday work’ of pupils
, 101–102
Excellence Clusters
, 12
Excellence in Cities
, 12, 15, 22, 32, 161
funding
, 107
initiative
, 51
Excellence in schools
, 11–12
‘Experiences of children and young people as ‘pupils’
, 55–58
Experiences of support staff
, 54–55
Experiential accounts of work
, 58–61
Fleeting encounters
, 94
Foundation Degree (FD)
, 139
Frontline workers
, 53–54
Gender lens
, 57
General Certificate in Education (GCSE)
, 69n4
Greggs Foundation
, 78n1
Harlem Youth Opportunities Unlimited
, 34
Head Start programme
, 32
Head Teacher
, 107–110
High-implementation school
, 20
Higher Level Teaching Assistants (HLTAs)
, 7, 13, 72–73, 143
current roles and specialisms
, 143–145
delivering pastoral care within provisions
, 147–149
explanations for ‘divisions’ between teaching and support roles
, 155–158
paraprofessional experiences
, 158
perceptions of learning mentor role
, 151–154
Higher National Diploma (HND)
, 140
Human Service Organisations (HSOs)
, 32, 34
Hybrid professional
, 2
Inclusion
, 74
Incoherencies
, 115–117
Inconsistencies
, 115–117
Index of Multiple Deprivation (IMD)
, 11
Indigenous nonprofessional
, 33
Institutional accounts of work
, 58–61
Institutional Ethnographers
, 60
Institutional Ethnography (IE)
, 7, 45–46
data transformation
, 61–65
defining
, 45
disjuncture
, 80
ethnographic tools
, 52–58
experiential accounts
, 58–61
institutional capture
, 58–61
in operation
, 48
planning ethnography and accessing site
, 49–52
problematic
, 46–47
relations of ruling
, 46–47
standpoint
, 46
texts
, 47–49
utilising IE in planning and executing interview
, 52–53
work (definition of)
, 55
work knowledges
, 57
Instructional Aides (USA)
, 30
Intentional institutional capture
, 125
Internal exclusion
, 74
Internal pupil referral unit (IPRU)
, 74
Isolation
, 74
Joined-up thinking
, 17
Key Stage 3 Learning Centre (KS3 Learning Centre)
, 144
Learning Mentor
, 4, 10, 77
ad hoc interventions
, 89–91
area-based initiatives
, 10–11
Breakfast Club
, 77–80
centrality of work
, 19–20
Every Child Matters
, 16–19
formal, ‘seen’ provisions
, 92
new labour school-specific policies
, 11–13
new labour’s social policy agenda
, 15–16
news media and academic constructions
, 22–27
official referral designed to complement other interventions
, 85
official referral mentors reservations
, 86–89
official referral responding to changed demeanour/behaviour of pupil
, 85–86
official referral to engage pupils with school’s core objectives
, 83–84
one-to-one interventions
, 83
role
, 21–22
teaching profession in ‘driving up standards’
, 13–14
time spent with pupils
, 81–82
Youth Club
, 89
Learning support worker
, 2
Line management, experiences of
, 138–139
Local Education Authority (LEA)
, 12
Long-term and complex unofficial interventions
pupils self-referring
, 94–95
Mentoring
classic model of
, 26, 98
engagement
, 25–26, 170
organic
, 26
youth
, 4, 6, 25–26, 172
Mentors
, 100–101
appraisal
, 139–141
continuing professional development
, 139–141
Daniel’s perspective
, 135–137
ever-changing systems
, 130
experiences of line management
, 138–139
lack of input, lack of information, lack of knowledge
, 131–133
mentor-initiated unofficial interventions
, 95–97
problematic nature of ‘official referrals’
, 129
responses to pupil experiences
, 104–106
time-limited nature of one-to-one interventions
, 133–135
unofficial interventions
, 137–138
Middle-class students
, 38
Multi-disciplinary working
, 19
Multi-faceted learning mentor
, 119
Progress Leader
, 119–121
shared middle management perspective of learning mentor role
, 128
Year Manager
, 124–126
National Occupational Standards (NOS)
, 139
National Vocational Qualifications (NVQs)
, 20
New Careers for the Poor
community agent
, 33
‘indigenous non professional’
, 33
psychic stretch
, 41–44
New Careers for the Poor: the Nonprofessional in Human Service (Pearl & Reissman)
, 32–35
‘New Careers’
, 37–40
to education and schooling
, 35–37
New Labour
administration
, 9
government
, 43
school-specific policies
, 11–13
social policy agenda
, 15–16
New Public Management
, 13–14
giving rise to system of performativity
, 161–162
News media of learning mentors
, 22–27
Nonprofessionals
, 33–36
Not in education, employment and training (NEET)
, 109
Observations-and-talk
, 52
Official referrals
designed to complement other interventions
, 85
to engage pupils with school’s core objectives
, 83–84
mentors reservations
, 86–89
problematic nature of
, 129
responding to changed demeanour/behaviour of pupil
, 85–86
Officials
, 83
Ofsted
, 11–12, 14, 63, 68–69, 139, 155
inspection
, 112, 139
One-to-one interventions
, 83
Organisational paid work
, 53–54
Other support staff (OSS)
, 2n1, 4
Para teacher
, 2
Paraprofessional(s)
, 1–2, 20, 29
characterisation
, 34
definitions of
, 1–2
experiences
, 158
groups active in institutional process
, 167–169
mapping learning mentors ‘seen’ activities
, 164–166
‘new careers’ to education and schooling
, 35–37
‘New Careers’
, 37–41
pitfalls of assimilation
, 40–41
positioning and understanding place of paraprofessional within performance-based culture
, 162
psychic stretch or emotional labour
, 41–44
roles
, 172–173
school’s activities as ‘core’ and ‘peripheral’
, 163–164
work
, 31, 149–151
workforce
, 4
Pastoral care
, 47, 93, 120, 126, 173–174
Pastoralization
, 170–171
Pat
, 143–145
Perceptions of learning mentor role
, 151–154
Performance-based culture
helping relationships
, 169
positioning and understanding place of paraprofessional within a
, 162
Performativity
, 14, 161–162
Person centred practice
, 79
Pitfalls of assimilation
, 40–41
Plowden Committee
, 10
Plowden Report
, 3
Educational Priority Areas
, 10
Policy
borrowing
, 2–4
departure
, 2
importing
, 3
recycling
, 10
Political environment
, 10
Positive Behaviour Team
, 114
Positive discrimination
, 10
Poverty
, 7
anti-poverty strategies
, 7
child poverty (abolition of)
, 6, 16
Power relations
, 51–52
Priory Park High School
, 67
pen picture
, 70–75
significant developments and policy milestones
, 67–69
Private Finance Initiative (PFI)
, 68
Professional identity (learning mentors)
, 24, 151, 171
Progress Leader (PL)
, 119
ensuring pupils
, 121–124
path to Priory Park High
, 119–121
Protective factors
, 18
Psychic Stretch
, 41–44, 172
Pupil Nurture Centre (PNC)
, 72, 143
Pupils
‘Bankers’ and ‘RAP’s
, 71–72
defining in IE terms
, 170
enrichment
, 102–104
everyday work of
, 101–102
familial in name and presence
, 97–99
mentor responses to pupil experiences
, 104–106
perspectives of mentor role
, 97
school experiences
, 101
self-referring
, 94–95
understandings of learning mentor
, 99–100
work
, 55–58
Quad
, 73
Qualitative data
, 63
Qualitative enquiry
, 65
Quotes in analysis
, 64–65
Raising Achievement Programme (RAP)
, 71
Reflexive practice
, 51–52
‘Relations of ruling’
, 46–47
Remodelling agenda
, 13
Risk, identification and elimination of
, 15–16
‘Ruling’ work of managers
, 54
Safeguarding
, 133
Safer Schools Partnership
, 74
School’s activities as ‘Core’ and ‘Peripheral’
, 163–164
Schools
academies
, 109
all-inclusive
, 145
co-educational
, 67
comprehensive
, 173
faith
, 5
free
, 5
grammar
, 67
secondary
, 2–3, 7, 21, 104
state
, 1, 49, 69
workforce
, 143
Schools Achieving Success
, 13
Seen mentor activities
, 164–166
‘Seen’ domain, analysing mentors’ work in
, 169–170
Senior Leadership Team (SLT)
, 107
Deputy Head
, 110–112
Director of Pastoral Care
, 112–113
Head Teacher
, 107–110
learning mentor role
, 113–114
perspectives
, 115–117
special relationship
, 114–115
Senior leadership team (SLT)
, 71
Shared middle management perspective of learning mentor role
, 128
‘Silo’ working
, 17
Social capital
, 23
bridging
, 23
Social exclusion
, 15
Social Exclusion Unit (SEU)
, 15
Social integrationist discourse
, 19
Staff/pupil relationship, importance of
, 145–147
State education
, 172
Student supervision aides (USA)
, 30
Supervising teacher
, 37
Support staff, experiences of
, 54–55
Sure Start Children’s Centres
, 17
Teaching assistants (TAs)
, 3, 7, 74, 143
delivering pastoral care within provisions
, 147–149
Teaching profession
in ‘driving up standards’
, 13–14
remodelling agenda
, 13, 20, 24
Teenage Pregnancy Strategy
, 16
Text-reader conversation
, 48
Texts
, 47–51
Thatcherite policies
, 9
Third Way philosophy
, 15
Threefold categorisation model
, 25
Time-limited nature of one-to-one interventions
, 133–135
Traditional ethnographies
, 49
Transition
to high school
, 124–125
youth transition
, 43
United Kingdom (UK)
, 5
Unofficial interventions
, 137–138
Unseen work of learning mentors
, 93–94
fleeting encounters
, 94
‘Unseen’ domain, analysing mentors’ work in
, 171–172
‘Unseen’ mentor activities
, 166–167
War on Poverty
, 33
Whole school approach
, 48
Withdrawal room
, 144
Work
knowledges
, 57–59
as paraprofessionals
, 149–151
processes
, 55
Workforce, presence and roles in
, 2–6
Writing strategies
, 63–65
Year Manager (YM)
, 119
pastoral ‘eyes and ears’
, 126–128
Year Manager
, 124–126
Youth Club
, 89
Youth Inclusion Project
, 16
Youth Work National Occupational Standards
, 56
- Prelims
- Chapter 1: Introduction
- Chapter 2: The Wider Policy Context Giving Rise to Learning Mentors
- Chapter 3: Historical and Comparative Accounts of Paraprofessional Experiences
- Chapter 4: Introducing Institutional Ethnography as a Means to Research Marginalised Work
- Chapter 5: Introducing Priory Park High School
- Chapter 6: The Official and ‘Seen’ Work of the Learning Mentors
- Chapter 7: The Unofficial and ‘Unseen’ Work of the Learning Mentors
- Chapter 8: View from the Top – A Coherent and Consistent Senior Leadership View of the Learning Mentor Role?
- Chapter 9: View from Middle Management: The Multi-faceted Learning Mentor
- Chapter 10: Mentors Talking Back
- Chapter 11: View from an ‘Older’ Paraprofessional Group
- Chapter 12: Discussion and Conclusion
- References
- Index