College of Education > Faculty & Staff > Faculty A-Z > Jason Goulah
Jason Goulah is a pioneering and award-winning scholar in the fields of Ikeda/Soka studies in education and transformative and socioecological perspectives in culture and language education.
He is Professor of Bilingual-Bicultural Education and Director of the
Institute for Daisaku Ikeda Studies in Education at DePaul University. He is also director of DePaul’s degree programs in
World Language Education, and
Value-Creating Education for Global Citizenship. He has served as a research fellow at the Center for Latino Research; as a research and translation fellow at Soka University, Tokyo; and as a research fellow at the Baldy Center for Law and Social Policy at the University at Buffalo Law School. He was a 2018 Visiting Professor in the Soka Education Research Initiative on Global Citizenship at the University of Guelph-Humber, Canada, a 2016 Visiting Professor at Soka University of America, and a 2015 Visiting Diversity Scholar at the University of Evansville. He has conducted curriculum and professional development for Chicago Public Schools, New York City Schools, and other public and private school districts in Illinois and New York. He is a former teacher of Japanese, ESL, and Russian as heritage and foreign languages.
Goulah, J., & Katunich, J. (Eds.). (2020).
TESOL and sustainability: English language teaching in the Anthropocene era. Bloomsbury.
Goulah, J. (Ed.). (2017).
Tsunesaburo Makiguchi in the context of language, identity and education. Routledge.
Goulah, J. (Ed.). (2014).
Daisaku Ikeda, language and education. Routledge. [Winner, 2015 American Educational Studies Association Critics Choice Book Award].
Goulah, J., & Gebert, A. (Eds.). (2014). Tsunesaburo Makiguchi (1871-1944): Educational philosophy in context. Routledge.
ARTICLES & CHAPTERS Goulah, J. (forthcoming). Finding hope and joy in life and death: Daisaku Ikeda’s philosophy of ningen kyōiku (human education). In I. Nuñez & J. Goulah (Eds.),
Hope and joy in education: Engaging Daisaku Ikeda across curriculum and contexts. Teachers College Press.
Goulah, J. (in press). Transformative learning at the multilingual turn: Toward an East-West perspective of selfhood. In B. L. Leaver & D. Davidson (Eds.),
A transformative philosophy of foreign language education: Theory, praxis, and programs. Cambridge University Press.
Goulah, J. (2020).
Human education: Daisaku Ikeda’s philosophy and practice of ningen kyōiku.
Schools: Studies in Education, 17(1), 153-170.
Goulah, J. (2020).
Daisaku Ikeda and the Soka movement for global citizenship. Special Issue: “Asian Cosmopolitanism: Living and Learning across Differences,”
Asia Pacific Journal of Education, 40(1), 35-48.
Goulah, J. (2020). TESOL into the Anthropocene: Climate migration as curriculum and pedagogy in ESL. In J. Goulah & J. Katunich (Eds.). TESOL and sustainability: English language teaching in the Anthropocene era (pp. 85-109). Bloomsbury.
Goulah, J. (2019).
Language education into the Anthropocene: Possibilities and perspectives from Soka humanism at the posthumanist turn.
Professing Education, 17(1&2), 6-16.
Goulah, J. (2018).
The presence and role of dialogue in Soka education. In P. Stearns (Ed.),
Peacebuilding through dialogue: Education, human transformation and conflict resolution (pp. 55-70). George Mason University Press.
Inukai, N., & Goulah, J. (2018).
Josei Toda: Introduction to the man, his ideas and role in the Soka heritage of education.
Schools: Studies in Education, 15(2), 299-325.
Goulah, J. (2018).
Religion, “the religious,” and language education into the Anthropocene: A response to Huamei Han’s “Studying Religion and Language Teaching and Learning: Building a Sub-Field.”The Multilingual Journal, 102(2), 451-455.
Goulah, J. (2017).
Climate change and TESOL: Language, literacies, and the creation of eco-ethical consciousness.
TESOL Quarterly, 51(1), 90-114. [Nominee,
2019 James E. Alatis Prize for Research on Language Policy and Planning in Educational Contexts]
Goulah, J. (2016).
Cantonese emergent bilinguals in the “Latino/Mandarin” U.S. education landscape: A critical case study in Chicago. In Ma, W., & Li, G. (Eds.),
Understanding the hearts and minds of Chinese-heritage students in North American schools: Beyond Test Scores (pp. 239-253). Routledge.
Goulah, J., & Soltero, S. W. (2015).
Reshaping the mainstream education climate through bilingual-bicultural education. In Y. Freeman & D. Freeman (Eds.), Research on preparing inservice teachers to work effectively with emergent bilinguals (Advances in research in teaching series) (pp. 177-203). EmeraldBooks.
Goulah, J., & Urbain, O. (2013).
Daisaku Ikeda’s philosophy of peace, education proposals, and Soka education: Convergences and divergences in peace education.
Journal of Peace Education, 10(3), 303-322.
Goulah, J. (2012).
Environmental displacement, English learners, identity and value creation: Considering Daisaku Ikeda in the east-west ecology of education. In J. Lin & R. Oxford (Eds.),
Transformative eco-education for human and planetary survival (pp. 41-58). Charlotte, NC: Information Age Publishing.
Goulah, J. (2007).
Village voices, global visions: Digital video as a transformative foreign language learning tool.Foreign Language Annals, 40(1), 62-78. [Winner, 2009
Stephen A. Freeman Award, Northeast Conference on the Teaching of Foreign Languages].
SCHOLARLY TRANSLATIONS Goulah, J., & Gebert, A. (Trans.). (2020). Yamamoto, Shinichiro [Daisaku Ikeda] (1949).
Pestalozzi the Great Educator.
Schools: Studies in Education, 17(1), 150-152. Originally published in Japanese as
Dai kyōikuka Pesutarocchi in the October 1949 issue of
Shōnen nihon [Boys Japan] (pages 85-87).
Inukai, N., & Goulah, J. (Trans.). (2018). Toda, Jogai Toda (1929).
Overview of Pedagogy for the Home and Family: On Secondary School Entrance Examinations and Enhancing Performance of [Your] Children (Preface, Table of Contents, and portions of chapters 4, 5, and 6),
Schools: Studies in Education, 15(2), 271-298. Originally published in Japanese as
Katei kyōikugaku sōron chūtō gakkō nyūgaku shiken no hanashi to aiji no yūtōka and reprinted in Masayuki Shiohara’s three-part article, “Toda Jogai cho ‘Chūtō gakkō nyūgaku shiken no hanashi to aiji no yūtōka,’” published in
Sōka kyōiku (Soka Education) in 2010 (Vol. 3, pp. 216-233), 2011 (Vol. 4, pp. 290-338), and 2012 (Vol. 5, pp. 244-277).
Goulah, J., Gebert, A., & Chonabayashi, R. (Trans.). (2015). Makiguchi, Tsunesaburo. (1936).
On Attitudes toward Education: The Attitude toward Guiding Learning and the Attitude toward Learning.
Schools: Studies in Education, 12(2), 244-251. Originally published in Japanese in
Shinkyō, 6(3) and reprinted in
Makiguchi Tsunesaburo zenshū [The Complete Works of Tsunesaburo Makiguchi], Vol. 9, pp. 8-16.
Gebert, A., & Goulah, J. (Trans.). (2013). Makiguchi, Tsunesaburo. (1898). How Should Reading and Composition Be Brought into [Clearer] Connection?Journal of Language, Identity, and Education, 12(1), 7-11. Originally published in Japanese and reprinted in
Makiguchi Tsunesaburo zenshū [The Complete Works of Tsunesaburo Makiguchi], Vol. 7, pp. 271-277.
Gebert, A., & Goulah, J. (Trans.). (2010). Makiguchi, Tsunesaburo. (1897).
On the Significance of Social Aspects that Mr. Parker Says Should Be Incorporated into the School Experience. Schools: Studies in Education, 7(1), 49-55. Originally published in Japanese and reprinted in
Makiguchi Tsunesaburo zenshū [The Complete Works of Tsunesaburo Makiguchi], Vol. 7, pp. 257-264.