Schools in Cross-Sector Alliances: What Do Schools Seek in Partnerships?

Autor/inn/en	Eyal, Ori; Yarm, Marissa
Titel	Schools in Cross-Sector Alliances: What Do Schools Seek in Partnerships?
Quelle	In: Educational Administration Quarterly, 54 (2018) 4, S.648-688 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X18765268
Schlagwörter	Foreign Countries; Partnerships in Education; Public Schools; Administrator Attitudes; Privatization; Politics of Education; Educational Objectives; Educational Change; Educational Innovation; Institutional Characteristics; Bias; Ideology; Power Structure; Neoliberalism; Citizenship Education; Stakeholders; Public Education; Human Capital; Institutional Autonomy; Israel + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Public school; Öffentliche Schule; Privatisation; Privatisierung; Educational policy; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform; Instructional innovation; Bildungsinnovation; Ideologie; Neo-liberalism; Neoliberalismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Öffentliche Erziehung; Humankapital; Institutionelle Autonomie
Abstract	Purpose: In recent years, the rise of cross-sector alliances (CSAs) in education has elicited growing concerns regarding the unrestrained influence of external partners. Against this backdrop, this study aims to explore the ways in which public schools perceive and collaborate with nonsystem actors (NSAs). Research Methods: Using a qualitative design, 32 in-depth interviews with 29 school CSA coordinators responsible for managing 32 civic education CSAs in Israel were triangulated with CSA email correspondence and completed feedback forms. Data were coded and analyzed using categorical techniques. Findings: Three main themes emerged from our data: identity of the public education system, pedagogic identity of the school, and collaboration and mutuality. While concerned by the threat of CSAs to public education, school coordinators expressed confidence in their ability to protect their school's identity from NSA influence via twin strategies of regulation and adaptation. However, our analysis revealed that by avoiding substantial engagement with NSAs, the coordinators effectively ceded control to them over educational activities. We propose two new theoretical constructs to categorize alliances: reproductive mutuality, in which schools effectively accept the ideology and programs of NSAs, by a form of "soft coercion"; and transformative mutuality, in which school coordinators and NSA representatives engage in substantive dialogue about educational values, goals, and methods, leading to pedagogical innovation and protecting the public school ethos. Implications: The findings suggest that schools expand their involvement in vetting, monitoring, and activating CSA programs; protect teachers' professional status; encourage knowledge transfer; and foster transformative mutuality to propel socioeducational change. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01