Discourses of Globalisation, Multiculturalism and Cultural Identity: Globalisation, Comparative Education and Policy Research

Foreword
Preface
Editorial by Series Editor
Contents
About the Series Editor
Chapter 1: Major Discourses of Cultural Identities
	1.1 Discourses of Cultural Identities: Introduction
	1.2 Identity Politics and Dominant Ideology
	1.3 Cultural Identity in the Global Era: Language and Identity
		1.3.1 The Role of Language in Defining and Shaping Cultural Identity
	1.4 Global Cultural Identities
	1.5 Multiple Identities
	1.6 National Identity
		1.6.1 National Identity: Searching for Russia´s Historical Cultural Identity
		1.6.2 Identity Crisis
	1.7 Conclusion
	References
Chapter 2: The Evolution of Canadian Identity as Reflected Through the Ontario Secondary School Curriculum
	2.1 Introduction and Context
	2.2 The Formation of Cultural Identity
	2.3 The Ontario Curriculum for Secondary Schools
	2.4 The Role of the Curriculum in Developing Cultural Identity
		2.4.1 English Language and Literature
		2.4.2 French as a Second Language
		2.4.3 History and Social Sciences
	2.5 Globalization and How It Is Reflected in the Ontario Secondary School Curriculum
	2.6 Conclusions
	References
Chapter 3: The Globalization of Human Rights for a Global Citizenship: New Challenges
	3.1 The Globalization of Human Rights for a Global Citizenship
		3.1.1 Introduction
	3.2 The Conceptual Interconnection Between Globalization and Human Rights: Emergence of a Universal Convention on Human Rights!
	3.3 Global Citizenship
	3.4 Another World Is Possible - The Importance of World Forums
		3.4.1 World Economic Forum (WEF)
		3.4.2 United Nations Millennium Summit
	3.5 The Human Rights Emergency - New Global Challenges
	3.6 Conclusion
	References
Chapter 4: Adult Studies as a Leisure Activity: From Exigency and Choice
	4.1 Adult Studies as a Leisure Activity: Introduction
	4.2 Literature Review - Leisure Culture and Studying - Are They Compatible?
		4.2.1 Leisure as a Resource
	4.3 Continuity Theory
	4.4 The Choice to Study as a Serious Leisure Activity
	4.5 The Leisure Paradox
	4.6 Adult Studying and Education
		4.6.1 The Contents Studied
		4.6.2 Motivation in Torah Studies
		4.6.3 Leisure Activities and Demographic Variables
		4.6.4 Demographic Variables and Their Impact on Leisure Activities in Israel
	4.7 Studying as a Form of Leisure Activity
		4.7.1 Purpose of the Study
	4.8 Method
		4.8.1 Research Population and Sample
		4.8.2 Research Procedure
		4.8.3 Research Tools
	4.9 Results
	4.10 Discussion
	4.11 Conclusion
	References
Chapter 5: The Discursive Construction of National Identity in Prescribed History Textbooks
	5.1 Discourse Analysis: Introduction
		5.1.1 National Identity as a Construct
	5.2 Discourses of National Identity in History Textbooks: Background
	5.3 Discourse Analysis of Data
		5.3.1 Controversial Aspects of History: Content: Themes, Key Events and Concepts
		5.3.2 The Politics of Implementation
		5.3.3 Discursive Construction of National Identity
		5.3.4 Discursive Analysis of Language, Power and Ideology: Values, Perspectives and Moral Judgements
	5.4 Discussion
	5.5 Conclusion
	References
Chapter 6: Canada´s Response to the Syrian Refugee Crisis. Easing the Transition to Integration
	6.1 Context
	6.2 Canada´s Response to the Crisis in Syria
		6.2.1 Process of Resettlement
		6.2.2 Entering the School System
		6.2.3 Language Programs for Adult Refugees
	6.3 Conclusion
	References
Chapter 7: The Impact of Social Networks on Student Motivation and Achievement
	7.1 Introduction
	7.2 Literature Review
		7.2.1 Learning
		7.2.2 Distance Learning
		7.2.3 Learning in a Formal and Informal Environment
		7.2.4 Meaningful Learning and Collaborative Learning
	7.3 Motivation and Empowerment
		7.3.1 Motivation
		7.3.2 Empowerment
		7.3.3 Positive Psychology
	7.4 Social Interaction
		7.4.1 The Effect of Social Interactions During Learning on Academic Achievement
	7.5 Learning in the Digital Arena
		7.5.1 Levels of Social Participation with Technological Mediation
		7.5.2 Use of Smartphones as a Learning Tool
		7.5.3 Social Networks as a Learning Tool
		7.5.4 Applications on Social Networks
	7.6 A Model of Student Motivation and Academic Achievement When Interacting on Social Platforms
	7.7 Discussion and Conclusion
	References
Chapter 8: Contributing Factors to Refugee Children´s Education and Academic Performance
	8.1 Introduction
	8.2 Literature Review
		8.2.1 Education for Children from Refugee and Refugee-Like Backgrounds in Australia
		8.2.2 Factors Influencing the Education of Refugee Children
		8.2.3 Psychosocial Wellbeing and Mental Health of Refugee Children
	8.3 Aim of the Study
		8.3.1 Research Questions
		8.3.2 Hypothesised Model
	8.4 Methods
		8.4.1 Sample
		8.4.2 Variables Included in This Study
		8.4.3 Procedures
	8.5 Results
		8.5.1 Individual Factors
	8.6 Parental Support
		8.6.1 Father´s Highest Education Level
		8.6.2 Parent Encouragement
	8.7 The Importance of Family, Peers, Teachers, and Social Workers´ Support
	8.8 Schooling Experience
		8.8.1 Academic Achievement
	8.9 SDQ
	8.10 SEM Model Results
	8.11 Discussion
	8.12 Conclusion
	References
Chapter 9: Global Dialogues on Inclusive Education: A Retrospective and Comparative Analysis of the Salamanca Statement, Artic...
	9.1 Global Dialogues on Inclusive Education: Introduction
		9.1.1 Politics of Education Placement
		9.1.2 Organization and Methods
	9.2 Global Policy Context
		9.2.1 The Salamanca Statement, 1994
		9.2.2 Article 24 of the CRPD, 2006
		9.2.3 CRPD Committee, 2009
	9.3 Comparison of Key Themes
	9.4 Discussion
	9.5 Conclusion
	References
Chapter 10: Research Trends in Discourses of Globalization and Cultural Identity
	10.1 Introduction
		10.1.1 Defining Globalization
	10.2 Cultural Identities
	10.3 Research Trends in Discourses of Globalization and Cultural Identity
	References
Index