ABSTRACT
The chapter commences with a look at representative bureaucracy, where staff in organisations reflect the community that surrounds them. It is argued where this is the case the service users receive a better deal. With this backdrop it is argued that the teaching workforce should reflect the pupil make-up of the school and the benefits of such staff diversity are outlined, including improved attainments. Past and (some) present local and national government policy and practice for such diversity is outlined on the assumption that some of this could offer a solution for the current situation of Pakistanis in education. The views of my research participants are presented; many, though not all, of whom were in favour of having more Pakistani teachers. Data are provided which present the current picture of Pakistani representation in schools and which shows that the community continues to be under-represented in teaching and governance.
