Document Type
Article
Publication Date
7-17-2020
Keywords
Brazil, care, Soka education, teacher attributes
Abstract
This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in São Paulo, Brazil, as well as volunteers through a program called “Soka Education in Action.” Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students’ academic and personal growth and development, as well as educators’ professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field. The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.
Digital Object Identifier (DOI)
https://doi.org/10.32674/jise.v9iSI.1862
Repository Citation
Mokuria, Vicki G. and Wandix-White, Diana, "Care and Value-Creating Education Put into Action in Brazil: A Narrative Inquiry" (2020). Educational Leadership Faculty Publications. 3.
https://digitalcommons.tamusa.edu/edld_faculty/3
Comments
Originally published as:
Mokuria, V. G., & Wandix-White, D. (2020). Care and Value-Creating Education Put into Action in Brazil: A Narrative Inquiry. Journal of Interdisciplinary Studies in Education, 9, 14-32.https://doi.org/10.32674/jise.v9iSI.1862