Abstract

This paper reports findings from case study research on Soka education’s university setting in Japan. Building upon Reysen and Katzarska-Miller’s [17] paradigm theorizing antecedents and outcomes of global citizenship identification, this study explores how Soka University addresses global citizenship education, as seen through the various lenses of its administrators, faculty, and students. Data generated from semi-structured interviews and an on-line survey identifies Soka education as an educational philosophy and pedagogical practice that aligns with Reysen’s theoretical model relating antecedents and outcomes to global citizenship identification. The findings suggest that global citizenship identity is cultivated at Soka University Japan in the presence of a normative environment in which persons valued by the students endorse global citizenship, and in which global awareness is promoted. The research also suggests that the presence of global citizenship identification corresponds to an attendant endorsement of prosocial values and behaviours. These findings have potential implications for the implementation of global citizenship education programs in higher education.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0018
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK