Research Presentations

 

Conference Presentations on Ikeda/Soka Studies
(2017-2018 academic year)

2017 Bergamo Conference on Curriculum Theory and Classroom Practice
Oct. 12-14, Dayton, OH

Duoethnography as a Transformative Experience of Human Education
Melissa Bradford, DePaul University
Nozomi Inukai, DePaul University

Midwestern Educational Research Association 2017 Conference
Oct. 18-21, Evanston, IL

Value-Creating Education and Curriculum Development: An Instrumental Case Study at Soka University of America
and
Discourse Analysis of Soka Women’s College: Within the Context of Women’s Higher Education in Japan
Nozomi Inukai, DePaul University

Utilizing Online Discussion Boards in Education to Facilitate Dialogue among Students
Callie Pogge, DePaul University

American Educational Studies Association 2017 Conference
Nov. 1-5, Pittsburgh, PA

Remembering James Baldwin in the Development of a Curriculum for Interrogating White Innocence
Karlee A. Johnson, DePaul University

From Childhood Memories to Valuing Each Student: Re-Envisioning the Student-Teacher Relationship with Daisaku Ikeda’s Philosophy
Julie Nagashima, Arizona State University
Melissa Bradford, DePaul University

Remembering and (Re)envisioning Dialogical Ways of Being, Thinking, and Knowing: EcoJustice Traditions and Value-Creating Education
Monica K. Shields, Eastern Michigan University
Melissa Bradford, DePaul University

Curriculum for Becoming Fully Human: Challenging the Hegemonic Discourse on Knowing and Being
Nozomi Inukai, DePaul University

Value-Creating Education and the Dewey-Soka Heritage in the Context of the Trump Phenomenon
Jason Goulah, DePaul University 

American Education Research Association 2018 Conference
April 13-17, New York, NY

Dialogical Resistance to Neoliberal Values: Eco-Justice and Soka Teachers Who Foster Value Creation
Monica Shields, Eastern Michigan University
Melissa Bradford, DePaul University

Young Black Males, Buddhist Faith, and Human Education: Enacting Daisaku Ikeda’s Philosophy as Hope-Filled Identity
Jason Goulah, DePaul University