Table Of ContentGlobalisation, Comparative Education and Policy Research 35
Joseph Zajda
Pamela Hallam
John Whitehouse Editors
Globalisation,
Values Education
and Teaching
Democracy
Globalisation, Comparative Education
and Policy Research
Volume 35
Series Editor
Joseph Zajda, Faculty of Education and Arts, Australian Catholic University, East Melbourne, VIC, Australia
Editorial Board
Robert Arnove, Indiana University, Bloomington, IN, USA
Birgit Brock-Utne, University of Oslo, Oslo, Norway
Martin Carnoy, Stanford University, Stanford, CA, USA
Holger Daun, Stockholm University, Stockholm, Sweden
Lyn Davies, University of Birmingham, Birmingham, UK
Fred Dervin, University of Helsinki, Helsinki, Finland
Karen Evans, University of London, London, UK
Kassie Freeman, Alcorn State University, Lorman, USA
MacLeans Geo-JaJa, Brigham Young University, Provo, USA
Andreas Kazamias, University of Wisconsin, Madison, WI, USA
Leslie Limage, UNESCO, Paris, France
Susan Majhanovich, University of Western Ontario, London, ON, Canada
Marcella Mollis, University of Buenos Aires, CABA, Argentina
Nikolai Nikandrov, Russian Academy of Education, Moscow, Russia
Val Rust, UCLA, Los Angeles, CA, USA
Yvonne Vissing, Salem State University, Salem, MA, USA
Advisory Editors
Abdeljalil Akkari, University of Geneva, Geneva, Switzerland
Beatrice Avalos, National Ministry of Education, Santiago, Chile
Karen Biraimah, University of Central Florida, Orlando, FL, USA
David Chapman, University of Minnesota, Minneapolis, MN, USA
Sheng Yao Cheng, Chung Chen University, Chia-yi, Taiwan
Mark Ginsburg, University of Pittsburgh, Pittsburgh, USA
Pamela Hallam, McKay School of Education, Brigham Young University, Provo, UT, USA
Deborah Henderson, Queensland University of Technology, Brisbane, QLD, Australia
Yaacov Iram, Bar Ilan University, Ramat-Gan, Israel
Henry Levin, Teachers College Columbia University, New York, NY, USA
Noel McGinn, Harvard University, Cambridge, MA, USA
David Phillips, Oxford University, Oxford, UK
Gerald Postglione, University of Hong Kong, Hong Kong, Hong Kong
Heidi Ross, Indiana University, Bloomington, IN, USA
M’hammed Sabour, University of Joensuu, Joensuu, Finland
Jurgen Schriewer, Humboldt University, Berlin, Germany
Sandra Stacki, Hofstra University, Hempstead, NY, USA
Nelly Stromquist, University of Maryland, College Park, MD, USA
Carlos Torres, UCLA, Los Angeles, CA, USA
John Whitehouse , Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC,
Australia
David Willis, Soai University, Osaka, Japan
The Globalisation, Comparative Education and Policy Research book series aims to
meet the research needs of all those interested in in-depth developments in compar-
ative education research. The series provides a global overview of developments
and changes in policy and comparative education research during the last decade.
Presenting up-to-date scholarly research on global trends, it is an easily accessible,
practical yet scholarly source of information for researchers, policy makers and
practitioners. It seeks to address the nexus between comparative education, policy,
and forces of globalisation, and provides perspectives from all the major disciplines
and all the world regions. The series offers possible strategies for the effective and
pragmatic policy planning and implementation at local, regional and national levels.
The book series complements the International Handbook of Globalisation and
Education Policy Research. The volumes focus on comparative education themes
and case studies in much greater scope and depth than is possible in the Handbook.
The series includes volumes on both empirical and qualitative studies of policy
initiatives and developments in comparative education research in elementary,
secondary and post-compulsory sectors. Case studies may include changes and
education reforms around the world, curriculum reforms, trends in evaluation and
assessment, decentralisation and privatisation in education, technical and vocational
education, early childhood education, excellence and quality in education. Above
all, the series offers the latest findings on critical issues in comparative education
and policy directions, such as:
(cid:129)
developing new internal strategies (more comprehensive, flexible and innovative
modes of learning) that take into account the changing and expanding learner
needs;
(cid:129)
overcoming ‘unacceptable’ socio-economic educational disparities and inequali-
ties;
(cid:129)
improving educational quality;
(cid:129)
harmonizing education and culture;
(cid:129)
international co-operation in education and policy directions in each country.
· ·
Joseph Zajda Pamela Hallam John Whitehouse
Editors
Globalisation, Values
Education and Teaching
Democracy
Editors
Joseph Zajda Pamela Hallam
Faculty of Education and Arts, School McKay School of Education
of Education Brigham Young University
Australian Catholic University Provo, UT, USA
East Melbourne, VIC, Australia
John Whitehouse
Melbourne Graduate School of Education
University of Melbourne
Parkville, VIC, Australia
ISSN 2543-0564 ISSN 2543-0572 (electronic)
Globalisation, Comparative Education and Policy Research
ISBN 978-3-031-15895-7 ISBN 978-3-031-15896-4 (eBook)
https://doi.org/10.1007/978-3-031-15896-4
© Springer Nature Switzerland AG 2023
This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfilms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To Rea, Nikolai, Belinda, Sophie, Imogen,
Paulina, Jan, Dorothy, and Jim
Foreword
Discourses of Globalisation and Values Education, the 35th book in the 36-volume
book series Globalisation, Comparative Education and Policy Research, analyses
discourses of effective and engaging learning environments for teaching values
education and democracy globally. The main aim of this monograph is to offer a new
insight into understanding of the nexus between ideology, the state, values education,
and teaching democracy. Topics addressed include globalisation and values educa-
tion globally, the problematic relationship between the neoliberal school reform
agenda, intercultural communication education beyond Western democracy-talk and
social justice education, internationalisation of higher education during the COVID-
19 Pandemic, children’s book banning, censorship and human rights, and education
for social justice.
The book contributes in a very scholarly way, to a more holistic understanding
of the nexus between globalisation, comparative education research, and education
reforms for teaching values and democracy in schools. The chapters offer a timely
analysis of current issues affecting schooling and strategies for teaching values and
democracy globally. The book provides innovative ideas concerning the future direc-
tions that education and policy reforms, in order to promote more engaging and more
meaningful knowledge and values education and teaching democracy globally.
East Melbourne, Australia Joseph Zajda, Ph.D., FACE
vii
Preface
In Globalisation, Values Education, and Teaching Democracy, the 35th book in the
36-volume book series Globalisation, Comparative Education and Policy Research,
Joseph Zajda, Pamela Hallan, and John Whitehouse analyse major discourses of
values education in schools, and effective learning environments, in order to offer
more engaging approaches for teaching and learning values of pluralist democracy,
social justice, and human rights. Globalisation and the competitive market forces have
generated a massive growth in the knowledge industries that are having profound
effects on society and educational institutions globally. These have significant effects
on dominant approaches in defining and teaching desirable knowledge and content
of values education.
By examining some of the recent shifts in values education in educational insti-
tutions, the book provides a comprehensive picture of the intersecting and diverse
discourses of globalisation, ideology, and values education. The book focuses on rele-
vant teaching strategies that promote a better and more critical and meaningful knowl-
edge of values embedded in our societies. As a sourcebook of ideas for researchers,
practitioners, and policy-makers specialising in the areas of globalisation and values
education, the book provides a timely overview of current reforms and strategies for
enhancing the quality of values education in educational institutions globally.
East Melbourne, Australia Joseph Zajda, Ph.D., FACE
ix
Editorial by the Series Editor
Globalisation, Values Education and Teaching Democracy which is the 35th book
in the 36-volume book series Globalisation, Comparative Education and Policy
Research, edited by Joseph Zajda, and his team, presents a global critique of the
nexus between globalisation, values education and cultural identities discourses, and
implication for equity, democracy, and human rights. Globalisation and the compet-
itive market forces have generated a massive growth in the knowledge industries
that are having profound effects on society and higher educational institutions. One
of the effects of globalisation is that the education sector is compelled to embrace
the corporate ethos of the efficiency, performance, and profit-driven managerialism.
As such, new entrepreneurial educational institutions in the global culture succumb
to the economic gains offered by the neoliberal ideology and governance defined
fundamentally by economic factors.
The book analyses the ambivalent and problematic relationship between the state,
globalisation, ideology, and values education discourses. Using a number of diverse
paradigms, ranging from critical theory to globalisation, the authors, by focusing on
globalisation, ideology, values education for teaching democracy, attempt to examine
critically recent trends in the political, social, economic, and educational constructs
affecting the evolution of values education for democracy.
This book critiques dominant discourses and debates pertaining to values educa-
tion, cultural identity, and teaching democracy, set against the current backdrop of
growing social stratification and unequal access to quality education. It addresses
current discourses concerning globalisation, ideologies, and the state, as well as
approaches to values education, and teaching democracy in schools. It explores
the ambivalent and problematic connections between the state, globalisation, values
education and teaching democracy. The book also explores conceptual frameworks
and methodological approaches applicable to research on values education, multicul-
turalism, and identity politics. Given the need for a multiple perspective approach,
the authors, who 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.
xi
xii EditorialbytheSeriesEditor
At the level of critical discourse analysis, we need to consider dominant ideologies
defining the nature and the extent of political and economic power, domination,
control, the existing social stratification, and the unequal distribution of socially and
economically valued commodities, both locally and globally. They all have profound
influences on the directions of education and values education for democracy.
The book offers a synthesis of current research findings on globalisation and
cultural identities, with reference to major paradigms and ideologies. The book anal-
yses the shifts in methodological approaches to globalisation, cultural identities,
social justice, and human rights education reforms, paradigms, and their impact on
cultural identities discourses. The book critiques globalisation, policy, and education
reforms and suggests the emergence of new economic and political dimensions of
cultural imperialism affecting cultural identities globally. It is suggested that there is
an urgent need to continue to analyse critically the new challenges confronting the
construct of values education globally. There is also a need to focus on the crucial
issues at the centre of current and ongoing cultural identities discourses.
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.
We thank the anonymous international reviewers who have reviewed and assessed
the proposal for the continuation of the series (volumes 25–36) and other anonymous
reviewers, who reviewed the chapters in the final manuscript.
