External Actors in Education
Aims:
This research project investigates the multifaceted interactions between schools, non-governmental organizations (NGOs), and various educational stakeholders within and across different socio-economic and national contexts. It explores the dynamics of school-NGO partnerships, highlighting how these relationships are shaped by entrepreneurial ventures, stakeholder salience, and socio-economic strata.
The project also delves into the national and international standardized testing, examining its impact on educational policy and public perception, policy borrowing and general influence of international organizations on local educational systems.
Major collaborators:
Outcomes:
Yemini, M., & Sagie, N. (2015). School–Nongovernmental organization engagement as an entrepreneurial venture: A case study of sunlight’s engagement with Israeli schools. Educational Administration Quarterly, 51(4), 543-571.
Sagie, N., Yemini, M., & Bauer, U. (2016). School-NGO interaction: case studies of Israel and Germany. International Journal of Sociology and Social Policy, 36(7/8), 469-490.
Yemini, M., & Gordon, N. (2017). Media representations of national and international standardized testing in the Israeli education system. Discourse: Studies in the Cultural Politics of Education, 38(2), 262-276.
Yemini, M., Cegla, A., & Sagie, N. (2018). A comparative case-study of school-LEA-NGO interactions across different socio-economic strata in Israel. Journal of Education Policy, 33(2), 243-261.
Tamir, E., Yemini, M., & Tucker, K. (2019). NGO–school interactions as portrayed by elite and popular press in Israel and England. Journal of Educational Administration, 57(4), 361-375.
Maxwell, C., Yemini, M., Engel, L., & Lee, M. (2020). Cosmopolitan nationalism in the cases of South Korea, Israel and the US. British Journal of Sociology of Education, 41(6), 845-858.
Yemini, M., & Maxwell, C. (2021). Mobilities of policy and mobile parents–creating a new dynamic in policy borrowing within state schooling. Globalisation, Societies and Education, 19(1), 70-80.
Yemini, M., Engel, L., Lee, M., & Maxwell, C. (2021). Cosmopolitan nationalism and global citizenship rhetoric: Analysis of policies and curricula in South Korea, Israel and the United States. In World Yearbook of Education 2022 (pp. 219-234). Routledge.
Amiel, M., Yemini, M., & Kolleck, N. (2022). Questioning the rhetoric: A critical analysis of intergovernmental organisations’ entrepreneurship education policy. European Educational Research Journal, 21(5), 756-777.
Foux, D., Yemini, M., & Kolleck, N. (2022). Post-secularism muting controversy: school-NGO interactions in Israel through the prism of stakeholder salience theory. Globalisation, Societies and Education, 20(5), 641-654.
Amiel, M., & Yemini, M. (2023). Who takes initiative? The rise of education policy networks and the shifting balance of initiative-taking amongst education stakeholders in Israel. Journal of Education Policy, 38(4), 586-606.
Yemini, M., Maxwell, C., Wright, E., Engel, L., & Lee, M. (2023). Cosmopolitan nationalism as an analytical lens: Four articulations in education policy. Policy Futures in Education, 14782103231168672.
Amiel, M., Yemini, M., & Rechavi, A. (2024). Behind the scenes: an analysis of policy networks in the contemporary Israeli education landscape. Journal of Education Policy, 39(3), 490-513.
Shani, S., & Yemini, M. (2024). Is educational entrepreneurship context-dependent? Insights from directors of Israeli local education authorities. Leadership and Policy in Schools, 23(2), 219-234.
