Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators
Soka Education and Womanist Education Philosophy
DOI:
https://doi.org/10.32674/jise.v9iSI.1865Keywords:
Daisaku Ikeda, Womanist education philosophy, Value Creation Education, Maternal CaringAbstract
The paper documents the initiative of two African American women educators who have utilized these theoretical approaches to solve the educational challenges in their respective communities. Marva Collins and Corla Hawkins decided to build schools in their own communities after realizing that the public schools were not equipped to educate minorities. The story of these two women demonstrates that individuals can address systemic injustices in their communities. Collins and Hawkins were not wealthy. What they possessed was a passion for helping others. Their example can inspire more individuals to take steps using liberating philosophies, like value-creating education and womanist approaches in education, to transform the state of education in their communities.
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References
References
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Beauboeuf-Lafontant, T. (2013). A womanist experience of caring:
Understanding the pedagogy of exemplary black women teachers.
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New York: Peter Lang Publishing.
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Fine, M. (1991). A womanist experience of caring: Understanding the pedagogy of exemplary
black women teachers. In Thayer-Bacon B.J.(Ed.), et al.Education
feminism: classic and contemporary readings. New York: State University of
New York.
Gouah, J. & Takao, I. (2012). Daisaku Ikeda’s curriculum of soka education: Creating value
through dialogue, global citizenship, and human education” in the mentor-disciple
Relationship. Wiley Periodicals, Inc. Massachusetts: The Ontario Institute for Studies in
Education at the University of Toronto Curriculum Inquiry 42:1 (2012).
Goulah, J. & Takao, I. (2016). Daisaku Ikeda, language and education. New York: Routledge.
Wiley Periodicals, Inc. Massachusetts: The Ontario Institute for Studies in Education at the
University of Toronto Curriculum Inquiry 42:1 (2012).
Ikeda, D. (2010). For the leaders of the future: Discussions on youth. Santa Monica, CA,
World Tribune Press.
Ikeda, D. (2017). You were born to win: Advice to youth on living with purpose and
creating an undefeatable self. Santa Monica, CA, World Tribune Press.
Noblit, G. (1993). Power and caring. American educational research journal 30(1): 23-28
Watson, W. (2019). We got soul: Exploring contemporary black women educators’ Praxis of
politicized care. https:/www.tandfonline.com/doi/full/10.1080/10665684.2019.
Bartolome, L. (1994). Beyond the methods fetish: Toward a humanizing
pedagogy. Harvard Educational Review 64(2): 173-194.
Beauboeuf-Lafontant, T. (2013). A womanist experience of caring:
Understanding the pedagogy of exemplary black women teachers.
in Thayer-Bacon, B.J. et al. Education feminism: classic and contemporary
readings. (pp.373-374). New York: State University of New York Press.
Albany.
Butler, J. & Robson, K. (1990). Reassessing the role of education in social reproduction,
The impact of school type on the cultural and social capital of high school
students in the U.S. www.youth-inequalities.org.
Casey, K. (1990). Teacher as mother: Curriculum theorizing in the life histories of
contemporary women teachers. Cambridge Journal of Education 20(3): 301-320.
Collins, M. (1992). Ordinary Children, Extraordinary Teachers. Charlottesville, VA: Hampton
Roads.
Collins, M., and Tamarkin, C. (1990/1982). Marva Collins’ Way: Returning to Excellence in
Education. New York: Putnam.
Collins, P. (1991). A womanist experience of caring: Understanding the pedagogy of exemplary
black women teachers. In Thayer-Bacon, B.J. (Ed.) et.al Education feminism: classic
and contemporary readings. New York: State University of New York.
Dillard, & Okpalaoka, (2013). Engaging culture, race and spirituality: New visions.
New York: Peter Lang Publishing.
Edwards, L., McArthur, B.A., & Russell-Owens, L. (2010). Relationships, beingness, and
excellence in education, 49(4), 428-439. [Taylor & Francis Online (Web of Science]
Fine, M. (1991). A womanist experience of caring: Understanding the pedagogy of exemplary
black women teachers. In Thayer-Bacon B.J.(Ed.), et al.Education
feminism: classic and contemporary readings. New York: State University of
New York.
Gouah, J. & Takao, I. (2012). Daisaku Ikeda’s curriculum of soka education: Creating value
through dialogue, global citizenship, and human education” in the mentor-disciple
Relationship. Wiley Periodicals, Inc. Massachusetts: The Ontario Institute for Studies in
Education at the University of Toronto Curriculum Inquiry 42:1 (2012).
Goulah, J. & Takao, I. (2016). Daisaku Ikeda, language and education. New York: Routledge.
Wiley Periodicals, Inc. Massachusetts: The Ontario Institute for Studies in Education at the
University of Toronto Curriculum Inquiry 42:1 (2012).
Ikeda, D. (2010). For the leaders of the future: Discussions on youth. Santa Monica, CA,
World Tribune Press.
Ikeda, D. (2017). You were born to win: Advice to youth on living with purpose and
creating an undefeatable self. Santa Monica, CA, World Tribune Press.
Noblit, G. (1993). Power and caring. American educational research journal 30(1): 23-28
Watson, W. (2019). We got soul: Exploring contemporary black women educators’ Praxis of
politicized care. https:/www.tandfonline.com/doi/full/10.1080/10665684.2019.
Additional Files
Published
2020-07-16
Issue
Section
Soka Approaches in Education (Published)
How to Cite
Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators: Soka Education and Womanist Education Philosophy. (2020). Journal of Interdisciplinary Studies in Education, 9(SI), 102-113. https://doi.org/10.32674/jise.v9iSI.1865
