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 book 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).

1 Globalisation and competitiveness-driven education reforms affecting schools.- 2 Globalisation and education reforms: Promoting engaging learning environments.- 3 Inclusive schooling and motivational strategies for improving academic achievement.- 4 The use of social constructivism to improve learning and performance.- 5 Major motivational models in inclusive schools.- 6 Inclusive schooling and creating effective motivational environments.- 7 Dominant values education in inclusive schools.

This book analyses discourses of inclusive schooling and engaging motivational environments globally. It focuses on the student¿s identity, belonging, performance in the classroom, and the significance of cognitive, cultural, emotional and social capital to student¿s academic achievement. The book discusses and evaluates the shifts in methodological approaches to inclusive and engaging learning environments. It analyses topics such as the students¿ cultural identity and achievement, motivational strategies for creating engaging learning environment, the use of constructivist pedagogy for critical thinking, social constructivism, and values education in the classroom.

The book also analyses and evaluates the shifts in methodological approaches to globalisation and inclusive schooling globally, and their impact on performing schools. It contributes in a very scholarly way, to a more holistic understanding of the nexus among globalisation, comparative education research, inclusive schooling and engaging learning environments.