Global Values Education: Teaching Democracy and Peace , which is the seventh volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in v alues edu- tion globally. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation and c- parative education. Above all, the book offers the latest findings to the critical issues concerning major discourses in comparative education in values education in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in values education, multiculturalism and moral education. It offers a timely overview of current issues affecting values education, comparative edu- tion and education policy research in the global culture. It provides directions in values education, and policy research, relevant to transformational educational reforms in the twenty-first century (see also Zajda & Rust, 2009). This book critically examines the overall interplay between values education, globalisation, dominant ideologies and implications for policy research (see also Apple, 2004). It draws upon recent studies in the areas of globalisation, equity, social justice and the role of the State (Zajda, Biraimah, & Gaudelli, 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering values education, globalisation, equity and multicultural education. Various book chapters critique the dominant discourses and debates pertaining to values education, multiculturalism and relevant comparative education discourses.
Cuprins
Main Trends and Policy Issues.- Globalization, Social Capital, and Values: the Case of the Pacific Basin.- Different Perspectives on Values and Citizenship Education.- Globalisation, Values and Human Rights for Cultural Diversity.- Peace Education as Cosmopolitan and Deliberative Democratic Pedagogy.- Education in Values Through Children’s Literature. A Reflection on Some Empirical Data.- Global Pedagogies.- A Global Imperative of Teaching Multiculturally in Florida’s Schools.- Learning to Be in the Twenty-First Century: Its Evolving Meaning and Implication in the Classroom Pedagogy.- Academic Freedom in England and Germany: A Comparative Perspective.- Education as a Method of Re-Orienting Values.- Cultural Diversity and its Recognition in Public Universities: Fairness, Utility and Inclusion.
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