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.- 2. Finnish teacher collaboration: behaviors, structures, and learning outcomes.- 3. Discourses of “deficit” and practices of “othering”: The problematic relationship between the neoliberal school reform agenda and social justice education.- 4. Education for social justice: A Canadian perspective.- 5. Internationalization of higher education during the COVID-19 Pandemic: A case study of the Japanese digital native generation and social media use.- 6. Persistence in adult education in Utah: Factors and frameworks to foster success.- 7. A socio-cultural and activity theory analysis of pre-service teachers’ empowerment to conduct action research.- 8. The teacher's image and status: A comparative view between past and present.- 9. Emergency financial management: purposes and effects of State takeovers of local school districts in Michigan, 2009-2018.- 10. Intercultural communication education beyond ‘Western’ democracy-talk: Zhongyong as a way of decentring democracy-based teaching.- 11. Principal trust: Factors that influence faculty trust in the principal.- 12. Children’s book banning, censorship and human rights.- 13.Globalisation, values education and teaching democracy: Research trends.

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.- 2. Finnish teacher collaboration: behaviors, structures, and learning outcomes.- 3. Discourses of “deficit” and practices of “othering”: The problematic relationship between the neoliberal school reform agenda and social justice education.- 4. Education for social justice: A Canadian perspective.- 5. Internationalization of higher education during the COVID-19 Pandemic: A case study of the Japanese digital native generation and social media use.- 6. Persistence in adult education in Utah: Factors and frameworks to foster success.- 7. A socio-cultural and activity theory analysis of pre-service teachers’ empowerment to conduct action research.- 8. The teacher's image and status: A comparative view between past and present.- 9. Emergency financial management: purposes and effects of State takeovers of local school districts in Michigan, 2009-2018.- 10. Intercultural communication education beyond ‘Western’ democracy-talk: Zhongyong as a way of decentring democracy-based teaching.- 11. Principal trust: Factors that influence faculty trust in the principal.- 12. Children’s book banning, censorship and human rights.- 13.Globalisation, values education and teaching democracy: Research trends.

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.- 2. Finnish teacher collaboration: behaviors, structures, and learning outcomes.- 3. Discourses of “deficit” and practices of “othering”: The problematic relationship between the neoliberal school reform agenda and social justice education.- 4. Education for social justice: A Canadian perspective.- 5. Internationalization of higher education during the COVID-19 Pandemic: A case study of the Japanese digital native generation and social media use.- 6. Persistence in adult education in Utah: Factors and frameworks to foster success.- 7. A socio-cultural and activity theory analysis of pre-service teachers’ empowerment to conduct action research.- 8. The teacher's image and status: A comparative view between past and present.- 9. Emergency financial management: purposes and effects of State takeovers of local school districts in Michigan, 2009-2018.- 10. Intercultural communication education beyond ‘Western’ democracy-talk: Zhongyong as a way of decentring democracy-based teaching.- 11. Principal trust: Factors that influence faculty trust in the principal.- 12. Children’s book banning, censorship and human rights.- 13.Globalisation, values education and teaching democracy: Research trends.