Prelims

Half Title Page

Propping up the Performative School

Title Page

Propping up the Performative School: A Critical Examination of the English Educational Paraprofessional

By

Jo Bishop

University of Huddersfield, UK

United Kingdom – North America – Japan India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2022

Copyright © 2022 Jo Bishop

Published under exclusive license by Emerald Publishing Limited.

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83982-243-8 (Print)

ISBN: 978-1-83982-242-1 (Online)

ISBN: 978-1-83982-244-5 (Epub)

Endorsement Page

Endorsements for Propping Up the Performative School

This book shines a much-needed light on the often overseen and undervalued, yet ever present ‘educational paraprofessional’. Using a policy focus and rich ethnographic data the author brings new theoretical and empirical insights into the analysis of the ‘educational paraprofessional’, while intricately highlighting the neglected but valid role that they occupy within the diversified and performance-driven English state school system. (Dr Lisa Russell, The University of Huddersfield).

This book provides a unique insight into the significant contribution that ‘paraprofessionals’ play in our children’s education. The research demonstrates how these often ‘hidden’ school staff support young people holistically in the important transition to adulthood by working inside and outside of their school setting. As such to fundamentally question our conceptualisation of learning and the present English schooling system. (Dr Doug Martin, Carnegie School of Education, Leeds Beckett University).

This study brings to life the day-to-day lived experience of contemporary education. By exploring the under-researched role of ‘paraprofessionals’ it also helps us to reflect on their crucial role in supporting young people through crucial life transitions. The combination of policy analysis, ethnography, and theorising makes the book both engaging and enlightening. Highly recommended to all those interested in the field. (Nick Frost, Emeritus Professor of Social Work, Leeds Beckett University).

Dedication Page

To Frank and Sheila – for all that you are and all that you do.

Contents

List of Tables and Figures

Abbreviations

About the Author

Jo Bishop is a Senior Lecturer in Childhood and Education Studies at the University of Huddersfield. She has worked in the English further and higher education sectors since the early 1990s teaching across a range of vocational and academic courses which prepare people for employment in schools, colleges, social care and youth work settings. Her current research interests lie in the enactment of policies which have resulted in a more diverse schools workforce. She has recently embarked on research which is looking at how processes and systems of pastoral care are conceived and implemented within an increasingly fragmented English school system.

Acknowledgements

I would like to convey a heartfelt thank you to the staff and pupils of Priory Park High^* in graciously giving up their time, answering my (many) questions and tolerating my presence, even on the busiest of days. I am in awe of the complexities and challenges that staff navigate in their desire to ensure that school is a positive experience for children and young people. To the support staff in particular, I hope this book has conveyed all that you do and the contribution that you make.

I would also like to express my thanks to those academic colleagues who have supported me throughout the writing of this book, particularly Robin Simmons who offered invaluable guidance at the proposal stage and Paul Thomas who provided feedback on draft chapters.

Earlier versions of some of this material have appeared in the British Journal of Educational Research, 69(2), 197–216, 2021 and Perspectives on and from Institutional Ethnography published by Emerald.