Nozomi Inukai

She/Her/Hers
College of EducationLeadership, Language & CurriculumTranslation, Research, and Instruction Faculty, Institute for Daisaku Ikeda Studies in EducationFacultyFull Time
DegreesPhD
Contact
ninukai@depaul.edu(773) 325-8434
Office
2247 N. Halsted St. Office 357 Chicago, IL 60614

BIO

Nozomi Inukai is a former Japanese-English bilingual education elementary teacher and was a 2018-2020 Education Fellow at the Ikeda Center for Peace, Learning and Dialogue in Cambridge, MA. She earned her PhD in Curriculum Studies from DePaul and has published in multiple edited volumes and scholarly journals including Schools: Studies in Education, Critical Inquiry in Language Studies, Journal of Language, Identity, and Education, and others.

Education

  • PhD in Curriculum Studies, DePaul University
  • MA in Education, Claremont Graduate University
  • BA in Liberal Arts, Soka University of America

Courses Taught

  • BBE 300/400 Teaching Elementary English Language Learners: Theory, Policy, and Practice
  • BBE 301/501 Teaching Adolescent English Language Learners and Dialect Speakers Across the Curriculum
  • BBE 411 Fundamentals of English Language Learner Education
  • BBE 451 Teaching Dual Language Learners in Early Childhood: Theory, Policy and Practice
  • WLE375/T&L575/BBE402 Multilingual Programming in Schools and Communities
  • VCE310/510/710 Human Geography and Communities Studies
  • VCE311/511/711 Value-Creating Approaches to Society, Knowledge, and Power
  • VCE320/520/720 Human Revolution in Schools and Society
  • VCE370/570/770 Ikeda/Soka Studies in Education
  • VCE 580 Value Creation in Application (Global and Local Contexts)

Research Interests

  • Ikeda/Soka studies in education, teacher education and assessments, language education and multilingualism/multiculturalism, self-study

Selected Publications

  • Inukai, N., & Cruz, A. I. (2025). Assessment for growth and value creation in the Dewey-Soka heritage. In J. Goulah, G. Obelleiro, & J. Garrison (Eds.). The Dewey-Soka heritage and the future of education (pp. 237-254). Peter Lang.
  • Bradford, M. R., & Inukai, N. (2024). Intellect, emotion, and will: A duoethnography on human education. Educational Studies, 60(5), 495–510. https://doi.org/10.1080/00131946.2024.2390924
  • Inukai, N. (2023). Questions of worth as a guide for curriculum development. In K. P. Vaughan & I. Nuñez (Eds.), Enacting praxis: How educators embody curriculum studies (pp. 35-43). Teachers College Press.
  • Inukai, N., & Okamura, M. (2021). Determining to be hopeful in hopeless times. In I. Nuñez & J. Goulah (Eds.), Hope and joy in education: Engaging Daisaku Ikeda across curriculum and contexts (pp. 10-20). Teachers College Press.
  • Inukai, N. (2013). Soka kyoikugaku taikei versus Education for Creative Living: How Makiguchi Tsunesaburo’s educational ideas are presented in English. Journal of Language, Identity, and Education, 12(1), 40-49.
  • Inukai, N. (2012). Ikeda research in China and Taiwan: Critical analysis of the Chinese language literature. Critical Inquiry in Language Studies, 9(1-2), 90-117.