2018
DOI: 10.14507/epaa.26.3683
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Roles of local foundations in German community-based initiatives: Devolving criticism of philanthropy to the local?

Abstract: This article explores perceptions of local philanthropic foundations situated in community-based initiative (CBI) policies that aim to achieve educational goals through the establishment of collaborative connections between schools and multiple local actors. Although roles of philanthropy in public education are controversial, scholars have yet to rigorously consider the specific local context of CBIs. We aim to help fill this research gap by investigating the main collective orientations that underlie actions… Show more

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Cited by 5 publications
(3 citation statements)
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“…As Yemini (2017) points out in her work in Israel, these implications extend to nonprofit intermediaries acting in the education arena. As Oyal and Yarm ( 2018) analyze within the Israeli context and Koranyi and Kolleck (2018) discuss within the German context, there are micropolitical tactics and potential pitfalls in relying on boundary spanners to negotiate across multiple actors in educational change. This deserves not only further examination, but greater theoretical development as local school governance confronts shifting expectations in multiple national settings.…”
Section: Discussionmentioning
confidence: 99%
“…As Yemini (2017) points out in her work in Israel, these implications extend to nonprofit intermediaries acting in the education arena. As Oyal and Yarm ( 2018) analyze within the Israeli context and Koranyi and Kolleck (2018) discuss within the German context, there are micropolitical tactics and potential pitfalls in relying on boundary spanners to negotiate across multiple actors in educational change. This deserves not only further examination, but greater theoretical development as local school governance confronts shifting expectations in multiple national settings.…”
Section: Discussionmentioning
confidence: 99%
“…While most place-based foundations may only have modest grant making capacity and are often thinly staffed, they are adept at identifying and navigating place-specific nuances. Koranyi and Kolleck (2018) established that place-based foundations are distinctly relational in their grant making. Place-based work can be characterized as a "bottom-up" style of grant making, which is organic and nested in local vision, context, and capacities as opposed to pre-determined, issue-specific, thematic initiatives (Neighborhood Funders Group, 2010).…”
Section: Place-based Foundationsmentioning
confidence: 99%
“…Since the 1980s, policy makers, public administrators, and education scholars in countries including the USA, UK, Italy, and Germany have pursued and emphasised policies which foster autonomy and self-regulation in schools and school communities (Grimaldi and Serpieri, 2014; Lubienski, 2014). Within this reconfiguration of governance structures, educational collaborative networks (ECNs) have become a frequent approach of leadership in education (Díaz-Gibson et al, 2017; Kolleck et al, 2020; Koranyi and Kolleck, 2018; Malin and Hackmann, 2019; Peurach, 2016; Townsend, 2015). ECNs aim to ‘achieve educational goals at the community level, and [are] base[d]…on collaborative efforts between schools and multiple agents’ including non-governmental organisations (NGOs) (Díaz-Gibson et al, 2017: 1041).…”
Section: Introductionmentioning
confidence: 99%