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.

Global Perspectives on Value Education in Primary School is a comprehensive book edited by a renowned philosophy scholar from Kastamonu University Faculty of Humanities and Social Sciences. In this book, readers will find a comprehensive account of how value education can be effectively delivered in primary schools worldwide. It presents an extensive collection of case studies and examples of values education from different countries and cultures and examines the criteria for selecting and differentiating values that are suitable for primary school level, and the methods and approaches for effectively teaching those values. By comparing different approaches and experiences, the book provides valuable insights into the challenges and opportunities for value education in primary schools. This book is highly recommended for anyone interested in values education, including academic scholars, researchers, teachers, university students, and parents. With its rich and diverse range of perspectives and examples, it provides a compelling argument for the importance of values education in our time. Its persuasive problem and solution approach makes Global Perspectives on Value Education in Primary School an essential addition to the literature on education and philosophy.

Global Values 101 grew out of one of the most popular courses ever offered at Harvard University, in which some of the most original thinkers of our day sat down with students and explored how ideas have made them-and can make us-more engaged, involved, and compassionate citizens. In these engrossing, essay-length interviews, which address the topics of war, religion, the global economy, and social change, Amy Goodman, host of the popular radio program Democracy Now, speaks about the role of the independent media as gatekeeper and witness; Lani Guinier, author of Tyranny of the Majority, reveals that students' SAT scores more accurately describe the kind of car their parents drive than the grades they will earn in college and shows the way to a more equitable college admissions system; Howard Zinn, author of A People's History of the United States, explores the American Dream and exposes the myth of the "good war"; economist Juliet Schor, author of Born to Buy and The Overspent American, explains why Americans are willing to sacrifice quality of life to attain financial success; former "mall rat" Naomi Klein, author of No Logo: Taking Aim at the Brand Bullies, urges readers to go global while fighting global conglomerates; and Katha Pollitt, author of Reasonable Creatures: Essays on Women and Feminism, employs her incisive wit to explore what it really means to be a feminist in the Twenty First century. For anyone who has been moved by idealism and longed to become a more proactive citizen, this collection offers a range of stories on how progressive ethics can inform, inspire, and ultimately transform lives.

This book is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives. It explores issues such as the kinds of values that are communicated between educators and children and the kind of future citizens we foster in early childhood settings. It illustrates by way of cases involving many participants, including children, educators, and researchers, who have their roots in diverse contexts, and reside in different parts of the world, including Australia, Denmark, Finland, Iceland, Norway, Slovenia, and Sweden. The book carefully considers the contextualized character of the cases presented, yet argues that the questions, theories, and methodologies emphasized do inform the international debate in manifold ways. Communication of values in a broad and diverse sense is central in any pedagogy, especially for the youngest children in the educational system. Still, values education has been neglected as a research field, in education in general and particularly in the early years. This book addresses this lack of knowledge by scrutinizing various questions about values education in ECEC settings.

This book is a collection of papers by international experts in education on the theory and practice of values education in global contexts. Contemporary examples include Australia, the U.K., Hong Kong, Macau, and Thailand.

This volume brings together marginalized perspectives and communities into the mainstream discourse on education for sustainable development and global citizenship. Building on her earlier work, Sharma uses non-western perspectives to challenge dominant agendas and the underlying Western worldview in the UNESCO led discourse on global citizenship education. Chapters develop the theoretical framework around the three domains of learning within the global citizenship education conceptual dimensions of UNESCO--the cognitive, socio-emotional, and behavioral--and offer practical insights for educators. Value-creating global citizenship education is offered as a pedagogical approach to education for sustainable development and global citizenship in addition to and complementing other approaches mentioned within the recent UNESCO guidelines.