by Chenxing Han and Andy Housiaux

In Teachers College Record: The Voice of Scholarship in Education

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. [request article]

by Chenxing Han and Andy Housiaux

In With the Best of Intentions: Interreligious Missteps and Mistakes, edited by Lucinda Mosher, Elinor Pierce, and Or Rose (Orbis Books)

Nervous and excited, we piled into the Suburban that would serve as our behemoth of a ride for the next week of temple visits and drove the twenty-five minutes to Chua Tuong Van, a Vietnamese Buddhist Temple in Lowell, Massachusetts. [request chapter]

by Caitlin Yoshiko Kandil

In Tricycle: The Buddhist Review

About half an hour north of Boston, close to the New Hampshire border, lies an area of Massachusetts known as the Merrimack Valley. It’s a mix of rural areas and small cities, but what’s often overlooked is the region’s diverse, vibrant Buddhist community.

by Elizabeth Dias

In The New York Times

Two days after the massacre of children in Uvalde, Texas, and 12 days after the racist mass killing in Buffalo, Chenxing Han, a chaplain and teacher, told a Buddhist parable.

A man is shot with a poisoned arrow, Ms. Han recounted as she drove a group of high school seniors to visit a Thai temple in Massachusetts.

by Jennifer Gonzalez

In The Cult of Pedagogy blog

Collaboration has been a prominent topic in education for a long time. Those who recognize its importance regularly point out that working together to solve problems and create new things is a vital part of life, so it makes sense to practice it in school. Ideally, we’ll have students work together frequently, because the skills needed to make collaboration work well take a lot of practice.

by Eric Hudson

In the Global Online Academy blog

Now more than ever, students and teachers want to know the work they do in school has meaning and value in the world beyond it. Three of the schools I worked with explicitly connected their work on competency-based goals with visits and connections to local organizations. One of the benefits of competency-based, rather than content-based, goals is they open new possibilities about where and with whom learning can happen.

by Middle Way Education

On the Middle Way Education website

This initiative, co-created by high school students and faculty at Phillips Andover Academy in Massachusetts, might inspire teachers to link their classrooms to their local Buddhist communities. Through active engagement, the students were guided to explore the Buddhist resources and traditions that were flourishing around their campus community. They presented their findings in this thoughtful presentation.