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A case‐study of an organisation for creche teachers in a rural area of South Africa

Early childhood educare programmes can aid development through their impact on young children, their mothers and the community. The stages of development of the Hlanganani Crèche Teachers’ Organisation are outlined. The lessons for development and the effectiveness of the organisation in addressing educare issues are examined. An organisation for educare workers can be effective in dealing with problems facing educare workers if it is approached with the aim of developing and empowering its members.     

Reviews

REGIONAL POLITICS: GERMAN AND BRITISH.

Anderson, Jeffrey J. 1992: The Territorial Imperative: Pluralism, Corporatism and Economic Crisis. Cambridge University Press, £35 hardback.

COMMUNITIES ON THE PERIPHERY: THAMESMEAD AND AAMSTERDAM NORTH.

Coping with Social and Economic Change at Neighbourhood Level: Final Reports on the Netherlands and the UK of Research carried out for the European Foundation for the Improvement of Living and Working Conditions.

GETTING A NEW START?

White, M. and Lakey, J. 1992: The Restart Effect — Does Active Labour Market Policy Reduce Unemployment? Policy Studies Institute.

JOB SEARCH AND MISMATCH IN CITIES.

Simpson, W. 1992: Urban Structure and the Labour Market: Worker Mobility, Commuting, and Underemployment in Cities. Oxford: Clarendon Press, £25 hardback.     

Monetary Policy Committees: Individual and Collective Reputations

This paper looks at the incentives of individual members of a monetary policy committee to gain a reputation for inflationary toughness. I show a policy maker can have more or less incentive to build a reputation when part of a group. But, group policy making leads to higher expected social welfare. Not publishing individuals' votes, raises the temptation to inflate and lowers expected social welfare. If the culture or rules of a central bank puts more weight on senior policy makers, the incentive to build a reputation is greater, but expected social welfare may be higher or lower.     

Existential–Experiential View of Self‐Sourced (In)Authentic Healthcare Identity

In the healthcare context, both nurses and doctors derive their professional identities from diverse backgrounds, thus resulting in two distinct professions. Becoming a leader and forming a leader identity that is separate from a strong professional identity is a difficult task. However, assuming a leader identity is considered an important aspect of actually being a leader, not just a professional with a leader position. The current article explores authenticity in generic healthcare leader identity formation by utilizing the concept of professional identity. Instead of committing to the humanistic ontological roots of the authentic leadership construct, the research analyzes the concepts of self and authenticity from an existential–experiential perspective. A conceptual framework of self‐sourced healthcare identity formation, including leader identity and professional identity, is presented. The framework shows how leader identity originates in the leader's experiencing self‐in‐situation, which is understood as the source of authenticity. The experiencing self, or the self as a subject, is differentiated from the experienced self, or the self as an object, by which professional identities are formed. The conceptualization provides a way of understanding and developing leadership in fields consisting of strong professional identities. The applications of the framework are also discussed.