Enacting Care as the Foundation for Equitable Education: A Self-Study of Buddhist Compassion

• In Event: Teacher Education in Times of Social/Institutional Crisis

Abstract

This self-study explored how we as teacher educators can better enact care in our virtual classrooms in the midst of global pandemic by drawing on the Buddhist conceptualization of compassion as articulated by Japanese educator Daisaku Ikeda. Thematic analysis of journal entries and audio transcripts of our dialogue revealed that self-study acted as self-care, a caring relationship starts with our own inner change, and practical expressions of care have socio-emotional and pedagogical aspects. By considering teacher education through the lens of Buddhist compassion, this research reexamines the role of care in education, which we believe is an essential aspect in responding to student needs and thereby creating a more equitable educational experience for every student.

Authors

• Nozomi Inukai, DePaul University

• Melissa Riley Bradford, DePaul University