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.

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.

            1. Globalisation, values education and teaching democracy Joseph Zajda

2. Finnish teacher collaboration: behaviors, structures, and learning outcomes Pamela R. Hallam, Bruce H. Eschler & Samuel D. Brown

3. Discourses of "deficit" and practices of "othering": The problematic relationship between the neoliberal school reform agenda and social justice education Brendan Hyde

            4. Education for social justice: A Canadian perspective Suzanne Majhanovich

5. Internationalization of higher education during the COVID-19 Pandemic:
A case study of the Japanese digital native generation and social media use Aki Yamada

6. Persistence in adult education in Utah: Factors and frameworks to foster success Michael A. Owens & Stephanie Patton 

8. The teacher's image and status: A comparative view between past and present Nitza Davidovitch & Amir Mashiach

State takeovers of local school districts in Michigan, 2009-2018 Shaun M. Black et al.

10. Intercultural communication education beyond 'Western' democracy-talk:Zhongyong as a way of decentring democracy-based teaching Xiaowen Tian & Fred Dervin

             12. Children's book banning, censorship and human rights Yvonne Vissing &Melissa Juchniewicz

            13.Globalisation, values education and teaching democracy: Research trends Joseph Zajda