Author or contributor

Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education

Resource type
Authors/contributors
Title
Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education
Abstract
Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
Book Title
International Perspectives on Inclusive Education
Place
Bingley
Publisher
Emerald Publishing Limited
Date
2021-01-18
Pages
117-132
ISBN
978-1-80043-457-8
Accessed
4/4/23, 10:01 AM
Library Catalog
DOI.org (Crossref)
Extra
DOI: 10.1108/S1479-363620210000015010
Citation
Agbenyega, J. S., Ikegami, K., & Rivalland, C. (2021). Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education (pp. 117–132). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000015010