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




value-creating education, culture of care, narrative inquiry, Soka education, Brazil


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.


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Author Biographies

Vicki Mokuria, Stephen F. Austin State University, USA

Vicki G Mokuria, Ph. D. is a Visiting Assistant Professor in Education Studies at Stephen F. Austin State University.  Her major research interests lie in the areas of teacher education, anti-racism education, Soka education, and multiculturalism.  Email:

Diana Wandix-White, Texas A&M University- San Antonio, USA

Diana Wandix-White, Ph.D., is a Clinical Assistant Professor at Texas A&M University-San Antonio, College of Education and Human Development. Her research foci are teacher education, culturally relevant teaching materials, and intercultural communication at the intersection of educational equity.    


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How to Cite

Mokuria, V., & Wandix-White, D. (2020). Care and Value-Creating Education Put Into Action in Brazil: A Narrative Inquiry. Journal of Interdisciplinary Studies in Education, 9(SI), 14–32.



Soka Approaches in Education (Published)