This book critiques dominant discourses and debates pertaining to values education, cultural identity and teaching democracy, set against the backdrop of growing social stratification and unequal access to quality education. It addresses discourses concerning globalisation, ideologies and the state, as well as approaches to values education and teaching democracy in schools.
The book explores the ambivalent and problematic connections between the state, globalisation, values education and teaching democracy. It also explores conceptual frameworks and methodological approaches applicable to research on values education, multiculturalism and identity politics. Drawing on diverse paradigms, ranging from critical theory to globalisation, and by focusing on globalisation, ideology and values education, the book critically examines research dealing with cultural diversity and its impact of identity politics.
Given the need for a multipleperspective approach, the authors have diverse backgrounds and hail from different countries and regions, offer a wealth of insights, contributing to a more holistic understanding of the nexus between values education, multiculturalism and national identity. With contributions from key scholars worldwide, the book should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators and practitioners.
1. Globalisation, values education and teaching democracy.- 2. Finnish
teacher collaboration: behaviors, structures, and learning outcomes.- 3.
Discourses of deficit and practices of othering: The problematic
relationship between the neoliberal school reform agenda and social justice
education.- 4. Education for social justice: A Canadian perspective.- 5.
Internationalization of higher education during the COVID-19 Pandemic: A case
study of the Japanese digital native generation and social media
use.- 6. Persistence in adult education in Utah: Factors and frameworks to
foster success.- 7. A socio-cultural and activity theory analysis of
pre-service teachers empowerment to conduct action research.- 8. The
teacher's image and status: A comparative view between past and
present.- 9. Emergency financial management: purposes and effects of State
takeovers of local school districts in Michigan,
2009-2018.- 10. Intercultural communication education beyond Western
democracy-talk: Zhongyong as a way of decentring democracy-based
teaching.- 11. Principal trust: Factors that influence faculty trust in the
principal.- 12. Childrens book banning, censorship and human
rights.- 13.Globalisation, values education and teaching democracy: Research
trends.
Joseph Zajda is a professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specialises in globalisation and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 chapters and articles on globalisation and education policy, higher education and curriculum reforms. He is also the editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht: Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht: Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms: Emerging paradigms. Dordrecht: Springer; Zajda, J. (2018). He is an elected fellow of the Australian College of Educators (FACE).
Pamela R. Hallam is an associate professor of educational leadership and foundations at Brigham Young University. Her areas of academic interest include the role of trust in educational leadership, educational finance, mentoring/coaching productivity and the role of the principal in building professional learning communities. Dr. Hallam has formally served as a public school teacher, a principal and a district office administrator.
John Whitehouse is a senior lecturer in Melbourne Graduate School of Education, the University of Melbourne. The focus of his teaching and research is on history education, curriculum and pedagogy. He held a range of leadership roles in secondary and tertiary education. As a humanities coordinator, he works with an outstanding team to deliver transformative learning experiences in the Master of Teaching programme. He leads a suite of subjects that are characterised by engagement, relevance and rigour. He frequently works with schools, subjectassociations and education authorities at state, national and international levels.
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