Listen and Learn: Equity, Embodied Pedagogies, and Engaging Asian American Buddhists

Autor/inn/en	Han, Chenxing; Housiaux, Andrew
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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