A Comparative Case-Study of School-LEA-NGO Interactions across Different Socio-Economic Strata in Israel

Autor/inn/en	Yemini, Miri; Cegla, Ariel; Sagie, Netta
Titel	A Comparative Case-Study of School-LEA-NGO Interactions across Different Socio-Economic Strata in Israel
Quelle	In: Journal of Education Policy, 33 (2018) 2, S.243-261 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2017.1328078
Schlagwörter	Correlation; Nongovernmental Organizations; Socioeconomic Background; Institutional Characteristics; Foreign Countries; School Districts; Interviews; Power Structure; Student Diversity; Case Studies; Comparative Education; Neoliberalism; Governance; Educational Policy; Administrator Attitudes; Educational Trends; Qualitative Research; Israel + Suchen Sie Ihr Suchwort? Korrelation; Sozioökonomische Lage; Ausland; School district; Schulbezirk; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Bildungsentwicklung; Qualitative Forschung
Abstract	This study examines the interaction between non-governmental organization (NGO), the Local Education Authority (LEA), and public schools in communities of different socioeconomic backgrounds in Israel. We characterize how schools serving more and less affluent communities create, cultivate, and preserve interactions with NGOs; how NGOs form, and sustain interactions with schools serving communities of different socioeconomic backgrounds; and how this process is maintained through LEA regulation. We show how school-NGO-LEA interaction is largely shaped by the affluence of respective schools' communities within given educational settings. Analysis of interviews conducted with different stakeholders exposed two main themes: (1) the differing capabilities of various actors in this interaction to express agency; (2) the power relations between involved parties, whereby NGO and LEA impose a global agenda on local schools (particularly those serving less affluent communities)--occasionally in contrast to the needs as perceived by schools' leaders. Our conclusions offer some insights into the nature and possible consequences of the interaction between third sector organizations and schools serving communities of diverse socioeconomic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01