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Playwork goes to school: Professional (mis)recognition and playwork practice in primary school

Cullen, Fin; Johnston, Craig

Authors

Fin Cullen



Abstract

The article considers some of the key contemporary challenges facing playwork professionals in England when working in interagency and inter-professional contexts, specifically in English primary schools. This paper is based on a small-scale qualitative evaluation of a pilot play project situated within a primary school in a large English town. By drawing on broader debates within sociological literature and interview and observational data, this paper provides insights into the gendered, classed and interprofessional discourses that are in play within a new phase of the austere economic and occupational public sector landscape. Drawing on concepts of ‘misrecognition’, the authors’ explore issues of professional power, the process of professionalisation and how aspects such as gender and status shape contemporary inter-professional dynamics in schools and playwork contexts.

Journal Article Type Article
Acceptance Date Dec 20, 2016
Online Publication Date Dec 27, 2017
Publication Date Jul 3, 2018
Deposit Date Dec 20, 2022
Journal Pedagogy, Culture and Society
Print ISSN 1468-1366
Electronic ISSN 1747-5104
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 26
Issue 3
Pages 467-484
DOI https://doi.org/10.1080/14681366.2017.1421569
Keywords Education; Cultural Studies; Playwork; professionalism; misrecognition, role models; inter-professional culture; austerity
Public URL https://uwe-repository.worktribe.com/output/10255423
Publisher URL https://www.tandfonline.com/doi/abs/10.1080/14681366.2017.1421569?journalCode=rpcs20
Additional Information Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rpcs20