Globalisation, Values Education and Teaching Democracy

Foreword
Preface
Editorial by the Series Editor
Contents
About the Series Editor
Editors and Contributors
1 Globalisation, Values Education and Teaching Democracy
1.1 Globalisation, Values Education and Teaching Democracy: Introduction
1.1.1 Cultural Origins of Values
1.2 Values Education in Schools
1.3 Local and National Values
1.4 Values Education in Schools
1.5 Classroom Strategies for Teaching Values in Schools
1.6 Values Education and Academic Achievement
1.7 Conclusion
References
2 Finnish Teacher Collaboration: Behaviors, Structures, and Learning Outcomes
2.1 Finnish Teacher Collaboration: Behaviors, Structures, and Learning Outcomes: Introduction
2.2 Teacher Collaboration Behaviors
2.3 Teacher Collaboration Structures
2.4 Network Theory
2.5 Collaboration and Teacher Learning
2.6 Teacher Collaboration in Finland
2.7 Methods
2.8 Sampling
2.9 Data Collection
2.10 Findings
2.10.1 Nature of Finnish Teacher Collaboration
2.10.2 Formal and Informal Finnish Teacher Collaboration
2.11 Finnish Teacher Learning and Collaboration
2.12 Discussion
2.12.1 Nature of Finnish Teacher Collaboration
2.12.2 Finnish Formal and Informal Teacher Collaboration
2.12.3 Finnish Collaboration and Teacher Learning
2.12.4 Collaboration and Impact on Equity and Social Justice
2.13 Conclusion
References
3 Discourses of “Deficit” and Practices of “Othering”: The Problematic Relationship Between the Neoliberal School Reform Agenda and Social Justice Education
3.1 Introduction
3.2 Deficit, Counter-Productive Discourses
3.3 Practices of Othering
3.4 Recognising the Gaps in Educational Achievement
3.5 Bronfenbrenner’s Social Ecology Model
3.6 Applying Bronfenbrenner’s Social Ecology Model—An Example
3.7 Social Justice Education Reforms
3.8 Conclusion
References
4 Education for Social Justice. A Canadian Perspective
4.1 Education for Social Justice. A Canadian Perspective: Introduction
4.2 What Is Social Justice?
4.3 Canada’s Efforts to Develop a Just Society
4.4 Social Justice Through Education
4.4.1 Public Schools Introduce Students to Social Justice
4.4.2 Higher Education and Social Justice
4.4.3 Social Justice in the Faculty of Education
4.5 Backlash, or Who’s Afraid of Social Justice Education?
4.6 Conclusion
References
5 Internationalization of Higher Education During the COVID-19 Pandemic: A Case Study of the Japanese Digital Native Generation and Social Media Use
5.1 Introduction: Internationalization of Higher Education During the COVID-19 Pandemic: A Case Study of the Japanese Digital Native Generation and Social Media Use
5.2 Internationalization in Higher Education
5.3 Effects of COVID-19 on Internationalization
5.4 Educational Uses for Social Media
5.5 Technology in the Future of Japan
5.6 Case Study Description and Methodology
5.7 Findings
5.8 Case Study Limitations
5.9 Conclusion
References
6 Persistence in Adult Education in Utah: Factors and Frameworks to Foster Success
6.1 Persistence in Adult Education in Utah: Factors and Frameworks to Foster Success: Introduction
6.2 Adult Education Foundations, Purposes, and Participation in Utah
6.3 Theories of Persistence
6.3.1 Persistence Defined
6.3.2 Student Involvement
6.3.3 Student Engagement
6.3.4 Self-Determination
6.3.5 Validation
6.3.6 Hope Theory
6.4 Research Findings on Impacting Persistence
6.5 Economic Outcomes
6.6 Conclusion
References
7 A Socio-Cultural and Activity Theory Analysis of Pre-service Teachers’ Empowerment to Conduct Action Research
7.1 A Socio-Cultural and Activity Theory Analysis of Pre-service Teacher Empowerment to Conduct Action Research: Introduction
7.2 To Teach and Learn Empowerment in Higher Education
7.2.1 Cultural Historical Activity Theory (CHAT)
7.3 Methodological Approach
7.3.1 The Observe Stage
7.3.2 The Act Stage
7.3.3 The Evaluation Stage
7.4 Empowerment as a Structural-Relational Process
7.5 Conclusion
References
8 The Teacher's Image and Status: A Comparative View Between Past and Present
8.1 Introduction
8.2 Purpose of the Study
8.2.1 Research Questions
8.2.2 Research Method
8.3 Findings—The Teacher in Rabbinical Literature
8.4 The Status of the Teacher in Cultures and Faiths from Ancient Times and the Middle Ages—A Comparative Perspective
8.5 “The Good Teacher”—Between the Past Outlook and Modern Research
8.6 The Status of the Teacher in the Present
8.6.1 H.1 Status of the Teacher and of the Teaching Profession
8.6.2 H.2 The Status of Teachers and of the Teaching Profession in Israel
8.6.3 H.3 The Impact of the Covid-19 Pandemic on the Perception of Teaching as a Profession
8.6.4 H.4 The Status of Teachers in Israel Following the Covid-19 Crisis
8.7 Discussion
8.8 Conclusion
References
9 Emergency Financial Management: Purposes and Effects of State Takeovers of Local School Districts in Michigan, 2009–2018
9.1 Emergency Financial Management: Purposes and Effects of State Takeovers of Local School Districts in Michigan, 2009–2018
9.2 School Districts at Risk
9.3 Purposes of the Study
9.3.1 Background and Context
9.3.2 Background of the Legislation
9.3.3 Student Flight
9.4 Funding Challenges
9.4.1 State Takeover of Detroit Public Schools
9.5 Emergency Financial Manager Law
9.5.1 General Economic Distress
9.5.2 Legislative Responses
9.6 Implementation and Results in Detroit Public Schools
9.7 Highland Park and Muskegon Heights Public Schools
9.8 Methods
9.9 Findings
9.9.1 Enrollment
9.10 Funding
9.11 Student Achievement
9.12 Quantitative Testing Results
9.13 Discussion
9.14 Crisis of Leadership
9.15 Funding Issues
9.16 Implications
9.17 Conclusion
References
10 Intercultural Communication Education Beyond ‘Western’ Democracy-Talk: Zhongyong as a Way of Decentring Democracy-Based Teaching
10.1 Introduction
10.2 Making Sense of Zhongyong
10.3 Three Principles from Zhongyong
10.4 Zhongyong for Interculturality
10.5 Discussion
10.6 Conclusion
References
11 Principal Trust: Factors That Influence Faculty Trust in the Principal
11.1 Background
11.2 Research Context
11.3 Defining Trust
11.4 Research Questions
11.5 Methods
11.6 Sampling
11.7 Data Collection
11.8 Data Analysis
11.9 Findings
11.10 Discussion
11.11 Conclusion
Appendix
References
12 Children’s Book Banning, Censorship and Human Rights
12.1 Introduction
12.2 What is Book Banning?
12.3 Overview of the Book Banning War
12.4 Children’s Human Right to Information
12.5 US Constitution
12.6 Convention on the Rights of the Child
12.7 Theoretical Explanations for Book Banning
12.8 Court Cases Regarding Book Access
12.9 The Emphasis on Libraries
12.10 History of Children’s Literature
12.11 History of Banned Books
12.12 Implication of Book Banning and Censorship
12.13 Conclusion
References
13 Globalisation, Values Education and Teaching Democracy: Research Trends
13.1 Globalisation, Values Education and Teaching Democracy
13.1.1 The Role of Ideology in Values Education and Democracy
13.1.2 Values Education and Teaching Democracy
13.2 Dominant Models of Values Education and Teaching Democracy
13.2.1 Humanistic Paradigm
13.2.2 Critical Discourse Analysis Perspective
13.3 Current Research on Values Education and Teaching Democracy
13.4 Current Research Trends
13.5 Conclusion
References
Index