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7 results

Article

Order in Consciousness

Publication: NAMTA Journal, vol. 16, no. 3

Pages: 59–67

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

Educating for Global and Ecological Consciousness

Publication: The National Montessori Reporter

Pages: 18–20

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Language: English

Article

Experienced Freedom and Moral Freedom in the Child's Consciousness (part 2 of 2)

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 3

Pages: 9–14

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Language: English

ISSN: 0519-0959

Article

Experienced Freedom and Moral Freedom in the Child's Consciousness [part 1 of 2]

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 1/2

Pages: 7–15

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Language: English

ISSN: 0519-0959

Article

Consciousness and the Child

Publication: Around the Child, vol. 9

Pages: 42-45

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Language: English

ISSN: 0571-1142

Article

Adolescent Programs and the Development of Social Consciousness

Available from: Montessori Norge

Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1

Pages: 158-169

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Language: English

Article

Applying Liberatory Consciousness to Action Research

Available from: ProQuest

Publication: Montessori Life, vol. 36, no. 1

Pages: 21

Action research

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Abstract/Notes: To be truly in service of humanity, we must always approach this work as critically conscious researchers with an understanding that our work is not only to improve our classrooms but also to examine systems of power and privilege, with the end goal of creating more collaboration and equity between and within diverse communities. In this situation, I'd bring in analysis by asking the following: * How does the observed behavior reflect the school culture? * Where do I observe put-downs or an emphasis on competition in broader society? * How/where does the child's plane of development come into play? * How am I defining ways to be "good" for my students ? * Where are my blind spots? * How might positional power be at play here? To prepare for accountability/allyship in this scenario, I'd begin by asking the following: * What are my patterns of thought or behavior as it relates to mathematics teaching and learning? * Are my patterns of thought or behavior as it relates to mathematics teaching and learning informed by internalized inferiority, or privilege and dominance? * How can I use my understanding of the above questions to move my students forward in their learning? [...]connecting social justice and culture helps to address other critical societal issues such as stereotype threat in science and math (Maloney et al., 2013; Regner et al., 2014).

Language: English

ISSN: 1054-0040

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