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Full Product Details

Author:   Jo Bishop (University of Huddersfield, UK)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Dimensions:   Width: 15.20cm , Height: 1.60cm , Length: 22.90cm
Weight:   0.420kg
ISBN:  

9781839822438

ISBN 10:   1839822430
Pages:   208
Publication Date:   12 September 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

Reviews

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, Leeds Beckett University

Author Information

Jo Bishop is a Senior Lecturer in Childhood Studies at the University of Huddersfield in England. Jo has worked in further and higher education teaching across a range of subject areas encompassing Social Policy, Sociology, Politics, Youth Work and Community Development, Applied Law (Youth Justice), Sociological aspects of Children and Young People’s Development, Research Methods and more recently Gender and Trans Issues in formal education.

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