The re-professionalization of the police in England and Wales

In this article contemporary police claims to professional status are analysed and related to a new structure of police regulation in England and Wales. It is argued that the notion of the police as a profession is not new and, unlike police and academic commentary, analysis of this subject, should draw on sociological understandings of professions. The wider policy context within which claims to professionalisation are made is also considered. It is argued that a new, loosely-coupled system of regulation has been developed in England and Wales. Policing’s professional body, the College of Policing, is central to this regulatory framework that has placed government at a distance from constabularies and police representative associations. Finally, some of the consequences of the hybrid system are considered and benefits of the framework of analysis proposed are discussed

Community engagement and professionalization: Emerging tensions

© 2019 by Emerald Publishing Limited. An increase in community engagement by governments across Australia’s three-tiered federal polity conforms to international trends. It represents a multidimensional institutionalization of participatory democracy designed to involve the public in decision-making. Increasingly, it is a practice which displays the markers of professionalization, including (self-described) professionals, professional associations and a code of ethics. The individuals who design, communicate, and facilitate community engagement are placed in a unique position, whereas most professions claim to serve both their client or employer and a greater public good, community engagement practitioners play these roles while also claiming to serve as “guardians” of democratic processes. Yet the claimed professionalization of community engagement is raising some questions: Is community engagement really a profession – and by what criteria ought this be assessed? What tensions do community engagement practitioners face by “serving multiple masters,” and how do they manage these? More pointedly, how can ethics inform our understanding of community engagement and its professionalization? This chapter examines the case for the practice of community engagement as a profession using Noordegraaf’s (2007) pillars of pure professionalism as a guide. It then explores some practical examples of the tensions practitioners may experience. The chapter concludes by reflecting on the future direction of community engagement given its positioning

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

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