Care and Value-Creating Education Put Into Action in Brazil: A Narrative Inquiry

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.

SGI Canada Educators' Perspectives on Creating Value in the Teaching and Learning Environment

“…This perspective is shared by (Nagashima, 2012) who posits that educators need to fully engage in the teacher-student relationship and to 'undertake his or her own human revolution to bring forth …wisdom, courage, and compassion'. Moreover, reflexivity ensures that the needs of students are prioritized by educators and also fosters a mindful approach that encourages professional and personal growth (Mokuria & Wandix-White, 2020). This approach aligns with our research in that preparedness, professional development, and character growth were a few of the terms used to describe the professional and personal changes experienced by participants, thus highlighting the impact that self-awareness has on the teaching and learning environment.…”

“…While (Nuñez et al, 2021) advise that globally there has been 'remarkable development in the field of Ikeda studies in education', there still appears to be a dearth of research related to the application of Soka philosophy in the teaching and learning environment. Nonetheless, of particular note are the above-mentioned studies by (Nagashima, 2012), (Inukai, 2020), and (Mokuria & Wandix-White, 2020), as well as research by (Ikegami & Agbenyega, 2014) and (Ikegami & Rivalland, 2016). Findings from these cross-cultural studies (Japan, Brazil) indicate common characteristics of Soka educators, such as being reflective, compassionate, agentic, encouraging, and respectful, as well as having a holistic perspective of students, believing in their own and their students' unique and unlimited potential, valuing their students as individuals, and fostering in their students an attitude to contribute to the well-being of others and society.…”

“…(Nagashima, 2012) and more recently (Inukai, 2020) have noted a paucity of empirical research on Soka education or in the field of Soka studies. (Mokuria & Wandix-White, 2020) report there is little published research on the application of Soka education in formal school settings. While (Nuñez et al, 2021) advise that globally there has been 'remarkable development in the field of Ikeda studies in education', there still appears to be a dearth of research related to the application of Soka philosophy in the teaching and learning environment.…”

“…Holistic approaches encourage educators to be mindful of the whole student and to foster an inclusive environment that promotes dialogue, support, and trust. Moreover, to be mindful is to consider student strengths, challenges, and circumstances, all of which encourage the development of potential (Mokuria & Wandix-White, 2020). Furthermore, recognizing the value of adversity may help educators to withhold judgment and to demonstrate compassion and patience, which is critical to value-creating pedagogy (Joffee, Goulah, & Gebert, 2009).…”

Critical Family History: A Tool to Dismantle Racism

“…Relational realms is a conceptual framework and analytical tool through which we explore ways that relationships are formed, based on the myriad of factors that impact with whom we form relationships, how, and why (Mokuria and Wandix-White 2021). Specifically, within this analytical tool we can further focus on one particular component, which is directly related to research that explores the potency of critical family histories, and that is relational cultural knowing, which recognizes "the powerful impact of culture on relationships and relationship building" (Wandix-White and Mokuria 2023, p. 52).…”