« Au-delà de nos fonctions » : l’accompagnement socio-éducatif des petites mains de l’Éducation nationale sur un territoire paupérisé
This article looks at the experiences, in terms of wages and employer relations, of the « dogsbodies » of the Department for Education, the menial functionaries of the education sector assisting disabled pupils (AESH), as well as educational assistants (AED), two heavily gendered and precarious grou...
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
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2025
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Résumé: | This article looks at the experiences, in terms of wages and employer relations, of the « dogsbodies » of the Department for Education, the menial functionaries of the education sector assisting disabled pupils (AESH), as well as educational assistants (AED), two heavily gendered and precarious groups. The professional tensions faced by these agents are indicative of the socio-territorial ambiguities faced by the educational establishment. The Department for Education are managing to take advantage of « care » work, in other words the free emotional investment of workers taking on more and more duties as a way of compensating for the lack of academic staff and other social assistance systems at a local level. A study of two middle schools in high-priority catchments, in a small town and an urban setting, show how interpersonal work allows deficiencies to be covered up in an impoverished area. |
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