NGO–school interactions as portrayed by elite and popular press in Israel and England

Tamir, Eran; Yemini, Miri; Tucker, Khen

doi:10.1108/jea-08-2018-0141

Cited by 10 publications

(8 citation statements)

References 39 publications

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“…By applying cognitive theories of media influences, Tamir et al (2019) examine the role elite and popular newspapers in Israel and the UK play in framing public opinion regarding school-NGO interactions within public education. They analyzed 2,200 articles published in 2014-2015 from four newspapers (two elite and popular newspapers from Israel and two elite and popular ones from the UK), using framing and critical discourse analyses.…”

Section: Multiple Perspectives On School-ngo Interactionsmentioning

confidence: 99%

Understanding school-NGO partnerships

Sleegers

2019

JEA

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Purpose In the author’s reflection on the special issue, the author will start with a brief discussion of the different theoretical, methodological and empirical contributions of the articles. In addition, the author will argue that the challenge for research on school–non-governmental organization (NGO) interactions is to move beyond the use of a myriad of conceptual models to a more coherent framework to better understand what system and nonsystem actors do, how they do it and how the broader institutional system enables or constrains collective action. The author concludes with some suggestions for future research. The paper aims to discuss these issues. Design/methodology/approach In this paper, the author reflects on the design and findings of articles that focus on the involvement of non-governmental or third sector organizations in education. Findings By taking up these different themes, the articles reported in this special issue help the author to get a better picture of the growing plurality and power of third sector organizations and their interactions with schools. The work also raises questions about the legitimacy of NGOs in education, the weakening of democratic control over public schooling and the possible role of private interests and the concentration of power in facilitating equal opportunities for all students and promoting educational excellence. Given their methodological designs, the studies make an important contribution to our understanding of what nonsystem actors do and how they interact with schools. Research limitations/implications By using a neoinstitutional framework, the research on school–NGO interactions will be informed by a coherent conceptual framework that conceives school systems as open systems and focuses on the intersection of instruction and organization, while simultaneously treating the system as the relevant unit of analysis (see Cohen et al., 2018). The works of Glazer et al. and Peurach et al. reported in this special issue are good examples of the kind of research that is needed. Following this work, future studies into the involvement of third sector organizations in education using a neoinstitutinal lens should give careful attention to historical analysis and also need to examine changes over a longer period of time as new institutionalized patterns do not emerge quickly and “interact with the hand of history in shaping instruction” (Peurach et al., p. 25). Practical implications The articles in this special issue may prompt more researchers to inquire school–NGO interactions and push future research efforts to understand the complex picture of increasing institutional diversity from a more neoinstitutional perspective. Findings from these cross-national studies, with careful attention to historical analysis of the intersection between organization and instruction, may help the author to develop a theory of design (Rowan and Miskel, 1999) that can provide practitioners with tools to redesign and change the regulative, normative and cognitive mechanisms that constrain and enable collective action. Originality/value Different studies have examined how policy decisions emerge and are implemented, and how this affects the “technical core” of schools (Cohen and Hill, 2001; Hiebert et al., 2005). However, most of these studies have predominantly focused on the vertical interactions between formal system actors at the state, district and school levels to analyze how policy decisions are shaped as they move through the multilayered system. Little attention has been paid to the horizontal exchange relations between the public policy system and NGOs and how these connections influence management and instruction (Coburn, 2005; Rowan, 2006). Given the increasing institutional diversity, conflicting trends and dilemmas school systems are faced with, scholars have emphasized the need to develop an understanding of the role the educational infrastructure can play in supporting improvement (Cohen and Moffitt, 2010; Cohen et al., 2018).

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Section: Multiple Perspectives On School-ngo Interactionsmentioning

confidence: 99%

Understanding school-NGO partnerships

Sleegers

2019

JEA

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“…The increasing involvement in and provision of public services by NGOs and for-profits has been shown to carry major drawbacks (Tamir et al, 2019). Researchers argue that such interventions may lead to uncontrolled privatization of education and increase economic inequality between students (Apple, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

The good despot: Technology firms’ interventions in the public sphere

Tamir

Davidson

2019

Public Underst Sci

Self Cite

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We examine how the technology industry intervenes in social domains not directly tied to its products, services, and immediate commercial concerns. We intend to develop a framework for considering the ways technology and the technology industry reshape these domains in ways both intended and unintended. Drawing on sociologies of knowledge and technology and a set of 20 semi-structured interviews with technology workers and HR professionals working in the Israeli facilities of two large multi-national technology firms, we find evidence that the intervention allows the industry to re-purpose public education as a means of nurturing a firm’s workforce with the goal of remaining competitive in a tight labor market both nationally and globally. In parallel, the programs allow workers to experience satisfying and pleasant interactions. These re-purposing interventions might aggravate existing education inequality while further cementing the legitimacy of a dominant industry as a model for an idealized commercial society.

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“…In addition to this, there is the need to work with limited resources, as the financial support that NGOs receive from citizens is indispensable and essential for the completion of projects. As such, the management of resources influences the level of satisfaction that is attained later on due to their work in civil society and the state [ 6 , 7 ]. In addition to this, the workers of the NGOs provide their services by means of direct interaction with the community [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…As such, the management of resources influences the level of satisfaction that is attained later on due to their work in civil society and the state [ 6 , 7 ]. In addition to this, the workers of the NGOs provide their services by means of direct interaction with the community [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Wellbeing in Nongovernmental Organizations’ Workplace in a Developed Area Context

Romero

Río

Ceular-Villamandos

2020

IJERPH

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An extremely useful theoretical approach to understanding the nature of work, health, and wellbeing is the job demand–control (JDC) model and the job demand–control–support (JDCS) model. In order for professional workers in the nongovernmental organization (NGO) sector to do their job, it is necessary for them to have a feeling of wellbeing. Despite this, in Europe, studies regarding the effects of the JDCS model in relation to workers’ wellbeing have not been carried out. This study is expected to fill this important gap in research by analyzing the relationship of wellbeing with work demands, work control, and social support. In order to corroborate the proposed hypotheses, an analysis of these constructs in employees in European nongovernmental organizations (NGOs) was developed and, using structural equation models, these relationships were tested. The results confirm the main hypothesis of the job demand–control–support (JDCS) model and the causal relationship among physical and psychological demands, work control, and support from supervisors and colleagues with the level of employee wellbeing.

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NGO–school interactions as portrayed by elite and popular press in Israel and England

Cited by 10 publications

References 39 publications

Understanding school-NGO partnerships

Understanding school-NGO partnerships

The good despot: Technology firms’ interventions in the public sphere

Analysis of Wellbeing in Nongovernmental Organizations’ Workplace in a Developed Area Context

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