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Article
Anti-Asian Racism: "It Doesn't Feel 'Random' to Me"
Available from: ProQuest
Publication: Montessori Life, vol. 34, no. 3
Date: Fall 2022
Pages: 26-29
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Language: English
ISSN: 1054-0040
Article
Integrative Didaktik und anthropologische Antizipationen an einer Montessori-Grundschule [Integrative didactics and anthropological anticipations at a Montessori elementary school]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 34, no. 3-4
Date: 1996
Pages: 160-168
Elementary education, Montessori materials, Montessori method of education, Montessori schools, Observation (Educational method)
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Language: German
ISSN: 0944-2537
Article
Tra fascismo e antifascismo quale riconciliazione? [What reconciliation between fascism and anti-fascism?]
Publication: Nuova secondaria: mensile di cultura, orientamenti educativi, problemi didattico-istituzionali per la scuola secondaria superiore [New secondary: monthly culture, educational guidelines, didactic-institutional problems for upper secondary school], no. 4
Date: 1994
Pages: 16-18
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Language: Italian
Book Section
L’utopia antiautoritaria di Maria Montessori [The anti-authoritarian utopia of Maria Montessori]
Book Title: L'Utopia Montessoriana: Pace, Diritti, Libertà, Ambiente [Montessorian Utopia: Peace, Rights, Freedom, Environment]
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Peace education
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Language: Italian
Published: Trento, Italy: Erickson, 2019
ISBN: 978-88-590-2042-4 88-590-2042-5
Book
L'Adolescente Montessori: Antidoto All'Adolescenza Interminabile [The Montessori Teenager: Antidote to Endless Adolescence]
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Language: Italian
Published: Roma, Italy: Opera Nazionale Montessori, 2015
ISBN: 978-88-88227-38-2 88-88227-38-5
Article
Maria Montessori tra Modernisti, Antimodernisti e Gesuiti [Maria Montessori Between Modernists, Anti-Modernists, and Jesuits]
Available from: Università degli Studi di Modena e Reggio Emilia (UNIMORE) - Institutional Repository
Publication: Annali di storia dell'educazione e delle istituzioni scolastiche, vol. 25
Date: 2018
Pages: 27-73
Maria Montessori - Biographic sources
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Abstract/Notes: This article concerns Maria Montessori’s relationships with the Catholic world: in particular with members of Religious Congregations, from 1904 to 1924. Montessori wanted to found a religious Institute of Children’s Teachers, dedicated to educating according to her Method. The essay reconstructs the supports and oppositions that Maria Montessori had among the Jesuits. And the polemics by the anti-modernists against the Method. A favorable moment occurred with Pope Benedict XV . But a turning point came with Pius XI.
Language: Italian
ISSN: 1723-9672, 2612-6559
Doctoral Dissertation
An Examination of Culturally Relevant Pedagogy and Antibias-Antiracist Curriculum in a Montessori Setting
Available from: Lynn University - Electronic Theses and Dissertations
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Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.
Language: English
Published: Boca Raton, Florida, 2020
Master's Thesis (Action Research Report)
Teaching Peace: The Effects of Concentrated Interaction with Anti-Racist/Anti-Bias Media on a Montessori Guide’s Practice
Available from: St. Catherine University
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Abstract/Notes: The purpose of this self-study was to examine the effects of concentrated interaction with anti-bias/anti-racist media on a Montessori guide’s practice. It was conducted over a total of six weeks. The intervention included a pre- and post- survey of understanding, nightly media interactions, daily reflection journaling, daily tallies of anti-bias/anti-racist thoughts during the school day, and a daily confidence scale to measure the participant’s confidence to integrate anti-bias/anti-racist concepts into her teaching practice. The study was completed at a private Montessori school in a medium-sized midwestern town, with an early childhood classroom of fifteen three- to five-year-old students of diverse backgrounds. The findings indicate a slight increase in confidence and efficacy for the participant in discussing anti-bias/anti-racist concepts with students, families and colleagues. The findings also point to the strong need for working with other educators and Montessorians for further integrating anti-bias/anti-racist concepts into classroom practice.
Language: English
Published: St. Paul, Minnesota, 2020
Doctoral Dissertation (Ph.D.)
Transforming the Transformation: A Post-Intentional Phenomenological Exploration of Montessori Teachers Engaging in Anti-Bias and Anti-Racist Teacher Self-Reflection
Available from: University of Minnesota Libraries
Homophobia, Montessori method of education - Teachers, Racism, Teachers, Transphobia
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Abstract/Notes: Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a; Malm, 2004), uniting them around a shared knowledge and belief system (Fairclough, 1992, 2003). While a social identity can connect individuals and provide security and purpose, it can also limit beliefs and behaviors by producing a prescribed way of being (Foucault, 2010). Research (e.g., Sumison, 2002) has shown that when teachers are confronted with instances that challenge their teacher identity and social practice (Fairclough, 1992), they may experience dilemmas and uncertainty (Cuban, 1992; Lampert, 1985) that call their self and social identification as a teacher into question. This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to implementing antiracist teaching practices in an early childhood classroom (Derman-Sparks & Edwards, 2010). Specifically, I explored what is produced and provoked in the Montessori self and social identity as teachers consider ways of being a teacher that possibly differ with the Montessori teacher way of being. Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenological material (e.g., Montessori's writing, current initiatives in the Montessori social world) offered important insight into the life and evolution of the phenomenon. To guide analysis, I used Jackson and Mazzei's (2012) thinking with theory and Deleuze and Guattari's (1987) notion of the rhizome to conceptualize the life and growth of the phenomenon. Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge the development of a dialogic identity. Implications suggest recommendations for Montessori teacher education programs including strategies of incorporating ABAR reflective practices into Montessori teacher development, reevaluating the words and position of an adored leader for relevance as society evolves, and encouraging social activism by disrupting the notion of objectivity and neutrality in teaching.
Language: English
Published: Minneapolis, Minnesota, 2018
Article
The Racism of Maria Montessori
Available from: Taylor and Francis Online
Publication: Journal of Curriculum Studies
Date: Aug 20, 2023
Maria Montessori - Biographic sources, Maria Montessori - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: In this historical study, the author explores the racial views of Maria Montessori as expressed in her largely forgotten 1913 book, Pedagogical Anthropology. As a physician and physical anthropologist, Montessori espoused three racial beliefs that were in wide circulation during the late nineteenth century: biological racism, racial determinism, and craniology. Montessori combined these beliefs to warrant the underlying conviction that the races of the world were organized hierarchically with the White races at the top and the races of colour at the bottom, and that, even within the broader White race, there were numerous racial types that could likewise be organized hierarchically based on their physiological features and intellectual potential. The author demonstrates how Montessori expressed these racist beliefs in Pedagogical Anthropology, how she connected them to her famous pedagogy and curriculum, and how they fit into the racial discourses of contemporaneous educators and anthropologists.
Language: English
DOI: 10.1080/00220272.2023.2249067
ISSN: 0022-0272