Much has been written about 'performativity' and the 'audit
culture' in relation to the teaching profession, but this
literature has been neglectful of how these might impact
educational paraprofessionals. Informed by Institutional
Ethnography, this book provides a critical examination of the role,
practices and everyday work experiences of educational
paraprofessionals. Taking the learning mentor in English state
secondary education as its starting point, the study then draws on
international, historical literature to trace the genealogy of this
role and examines the legacy of the paraprofessional movement in
1960s USA. Ultimately, the question of the adequacy of short-term
policy initiatives in the face of intractable social inequalities
is explored.
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