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Invisible labour : home–school relations and the front office

Thomson, Pat, Ellison, Linda, Byrom, Tina and Bulman, Donna 2007, Invisible labour : home–school relations and the front office, Gender and education, vol. 19, no. 2, pp. 141-158, doi: 10.1080/09540250601165896.

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Title Invisible labour : home–school relations and the front office
Author(s) Thomson, Pat
Ellison, Linda
Byrom, Tina
Bulman, Donna
Journal name Gender and education
Volume number 19
Issue number 2
Start page 141
End page 158
Total pages 18
Publisher Routledge
Place of publication Abingdon, England
Publication date 2007-03
ISSN 0954-0253
1360-0516
Summary When school front offices are mentioned in research on schools and their relations with the community, it is often to describe how parents/carers and the public are treated officiously and/or inappropriately. In professional development materials, schools are urged to improve communication, and occasionally directed to consider the practices of the front office staff. Yet when schools send out information to parents/carers, the school office is usually the place to which all queries are directed. However, there is almost no detailed research that looks at what actually happens in this place. In this paper we draw on a small-scale commissioned research project which began to fill this gap. In seeking to reread our data and push further on analysis, we have come to realize that those who work in school front offices are women whose physical and emotional labour is not only rendered largely invisible in a wide range of literatures relating to home-school relations but is also inadequately recognized through recruitment practices, professional development and remuneration. We suggest that there needs to be further research into the high energy, multitasking, nurturing work that goes on in school front offices.
Language eng
DOI 10.1080/09540250601165896
Field of Research 130304 Educational Administration, Management and Leadership
130309 Learning Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026445

Document type: Journal Article
Collection: School of Education
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