This chapter reports on a study that examines the cultivation of values in teaching ancient history in an Australian junior secondary school classroom. We focus on how the values of ‘democracy’ are discussed in learning about ‘city-states and governments in Ancient Greece’. Our analysis makes visible the language resources used to establish ‘democratic’ values and how these values are transmitted in the discourse of teaching and learning. We first identify three sources of evaluation – including the school’s history perspective, the teacher’s perspective, and the perspective of Australian citizens. We show that as the source of evaluation changes, different types of ‘democratic’ value are enacted. Democracy is formulated as a set of values enacted by clusters of evaluations, in opposition to what is evaluated as ‘non-democracy’. We also consider how the teacher confirms or rejects instances of evaluation as they work to form ‘bonds’, aligning students into a community of shared values. The chapter makes explicit the fact that in building knowledge of history, ‘what you know’ and ‘how you feel’ construct ‘who you are’.

The aim of this chapter is twofold. First, it is a comparative study on the potential benefits and limitations of applying fiduciary law in a “hard case.” This analysis is inductive in nature. It aims at contributing to a better understanding of fiduciary law doctrines in both common and civil law jurisdictions. Second, the chapter focuses on specific transnational processes that may shape fiduciary norms. In particular, it analyzes the influence of transnational private ordering on the establishment of fiduciary duties in state law.