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STRATEGIC GROUP ANALYSIS OF MAZOVIAN'S NON-PROFIT ORGANISATIONS (Grupy strategiczne mazowieckich organizacji non-profit)

100%
Domanski J.
Organization and Management
|
2009
|
issue 1(135)
101-122
EN
This paper reviews empirically studied strategic groups of non-profit organisations which operate in the area of education and culture in Poland. The study method has been proven useful for the members of the Third Sector but it has not been widely used by researchers. A group of strategic variables have been identified and tested against a sample of 189 organisations. The variables have been validated by way of testing their mutual correlations. The analysis proper using both the hierarchical and the two-step cluster methods has identified three largely different strategic groups in the sector. Each group has been thoroughly described and mobility barriers have been defined.
2

VOICES HEARD AND LESSONS LEARNT: EXPLORING MULTIPLE KNOWLEDGES AND LOCAL PARTICIPATION IN A COMMUNITY-BASED INTEGRATED EARLY CHILDHOOD DEVELOPMENT PROJECT IN RURAL SOUTH AFRICA

88%
Murray J., Rudolph N.
Pedagogický časopis (Journal of Pedagogy)
|
2019
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vol. 10
|
issue 1
13 – 32
EN
Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) community based Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape Province, South Africa. It explores the critical relationship established between ranges of stakeholders involved in this project as reflected on by two community activists working together in the area of early childhood in the province for thirty years. This article highlights the importance of situating any community development initiative aimed at addressing early childhood provision in marginalised communities within a social justice framework. This includes identifying constraints inherent in unequal relations of power that risk undermining solidarity and agency for community stakeholders. It foregrounds accountability measures that emerge from local initiatives rather than from narrow predetermined project outcomes. This provides an opportunity to learn from, and engage with, experiences from the margins, thereby challenging some dominant narratives circulating, and often informing, early childhood policy and provision.
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