Literaturnachweis - Detailanzeige
Autor/inn/en | Han, Chenxing; Housiaux, Andrew |
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Titel | Listen and Learn: Equity, Embodied Pedagogies, and Engaging Asian American Buddhists |
Quelle | In: Teachers College Record, 125 (2023) 7-8, S.395-413 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-4681 |
DOI | 10.1177/01614681231197279 |
Schlagwörter | Buddhism; Minority Groups; Experiential Learning; Nontraditional Education; Student Attitudes; Equal Education; High School Seniors; Educational Change; Models; Learning Processes; Lay People; Asian Americans; Massachusetts Buddhismus; Ethnische Minderheit; Experiental learning; Erfahrungsorientiertes Lernen; Non-traditional education; Alternative Erziehung; Schülerverhalten; Bildungsreform; Analogiemodell; Learning process; Lernprozess; Laie; Asian immigrant; United States; Asiatischer Einwanderer; USA; Master-Studiengang |
Abstract | In this article, we consider the intersection of experiential learning and equity work through the lens of a 10-week project: "Listening to the Buddhists in Our Backyard" (L2BB), undertaken in collaboration with a group of six high school seniors at Phillips Academy in Andover, Massachusetts, in the spring of 2022. L2BB was part of a broader undertaking known as The Workshop, an experimental school-within-a-school that seeks to reimagine education beyond the restrictive norms or "grammar" of schooling. Mirroring the emergent and adaptive methods of L2BB, this article incorporates student voices, narrative interviews, and methodological reflections to advance our claim that an embodied, listening-first model of learning avoids common pitfalls of community-based learning while enabling students to develop a more accurate picture of racial and religious minorities in the United States. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |