Abstract/Notes: This chapter explores critical race theory (CRT) within Montessori contexts from the perspective of people of the global majority residing in the U.S. with implications for other oppressed groups globally. CRT developed from American legal scholarship in the 1970s to explain the persistence of racism after the Civil Rights Movement’s apparent success. CRT argues that the legacies of racism persist and provides an analytical lens to examine the ways that racism pervades various facets of life, including education. This chapter examines how Montessori education infused with culturally relevant pedagogy (CRP) and anti-bias/anti-racist (ABAR) curricula and can be a viable alternative to educational systems that perpetuate white supremacy and fail students of the global majority and other marginalized groups. However, the chapter also challenges aspects of Montessori practice that retain a Eurocentric perspective to the exclusion of other cultural, racial, and linguistic groups’ contributions.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: This action research project investigated how anti-critical race theory (CRT) legislation in public education has impacted the perceived self-efficacy and emotions of one Montessori educator. This 4- week self-study consisted of daily assigned reading, weekly media, and a weekly conversation to aid in multicultural critical reflective practice (MCRP). Data was measured using a pre-and post- self assessment on Qualtrics, a daily mood app, and daily critical journal reflections. The pre-and post assessment demonstrated an increase in self-efficacy to speak with confidence about the origins of CRT in education research. Daily critical journal reflections displayed an increase in the ability to critically reflect on the educator’s own positionality, suggesting that daily critical engagement with material aimed at increasing awareness of racial inequities in education builds confidence and empathy in educators. Further research should include small groups of teachers utilizing this intervention for professional development, longer or shorter daily intervention, a biometric measurement in place of the daily mood measurement, and follow-up assessments over a longer study period to determine the lasting effects of the intervention. This research has impacted my future in education both personally and professionally, with confidence in my critical thinking skills and greater awareness of how my positionality interacts with structural inequities within education as my greatest perceived benefits.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: Autorzy artykułu orientują się wobec praktyk nauczycielskich w kontekście pedagogiki krytycznej, rozumienia uczniów oraz wspólnego kontruowania edukacji - także w kontekście problemów na tym polu, zmian społecznych i demaskacji. [The authors of the article focus on teaching practices in the context of critical pedagogy, student understanding and joint contradiction of education - also in the context of problems in this field, social changes and unmasking.]

Language: Polish

DOI: 10.26881/ae.2012.09.17

ISSN: 2083-0947, 2657-6058

Abstract/Notes: The purpose of the study was to determine if consistent and purposeful Grace and Courtesy lessons would result in a decrease in student conflicts and disruptive behaviors. The study was conducted in a private Montessori school in Metropolitan NYC. The subjects were 21 Early Childhood (ages 3 to 6) students. Sources of data included a checklist of Grace and Courtesy lessons, a Zone Map to document places of conflicts/disturbances, and a Redirection/Incident journal documenting redirections and incidents by child, and the lessons given them. The conclusion was that there was not enough time to fully develop what is now understood to be a lengthy and intensive research study. The presence of “outlier” students also detracted from the message the lessons were providing. I will continue to deliver the Grace and Courtesy lessons as planned, and will reapply the same processes at the commencement of the next school year.

Language: English

Published: St. Paul, Minnesota, 2016

Abstract/Notes: Reducing the gap between theory and practice : Montessori teacher training and variation theory

Language: English

Language: German

Language: English

Published: London, England: Harrap & Co., 1917

Language: English

Published: London, England: George G. Harrap and Company, 1914

Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991

Language: English

ISSN: 1522-9734

Abstract/Notes: In this study, Montessori education was analyzed from a critical point of view. First of all, the philosophies of Rousseau, Pestalozzil, Froebel, Itard, and Seguin, which influenced the birth of Montessori education, were reviewed. Next, the basic ideology of Montessori, her ideal educational environment, and the conditions of teachers were examined. Finally, the researcher reviewed the Montessori curriculum from a critical point of view. First, it was pointed out that the Montessori teaching aid lacked flexibility in its operation, and that it was not possible to use the Montessori teaching aid in a creative way according to individual preferences. Second, as individual activities are emphasized rather than small and large group activities in the Montessori classroom, it was pointed out that there is a lack of interaction between children compared to other program classes, which can affect language and social development. Montessori also forbade imaginative play in the classroom because children could have false values, such as not recognizing the difference between reality and fiction, and figuring out fiction as reality, she said. However, according to several studies, imaginative play is also a very important play that provides opportunities to promote language and social development. However, this study argues that Montessori's educational policies and tools play a very important role for the systematic intellectual development of young children, despite their various limitations. In addition, it is suggested to reinforce role play, storytelling time, art and craft time in the Montessori classroom for social and emotional development. / 본 연구에서는 몬테소리 교육을 비판적인 시각으로 분석하였다. 우선, 몬테소리교육을 탄생하도록 영향을 준 Rousseau, Pestalozzi, Froebel, Itard, Seguin 등의 철학을 검토해 보았다. 그 다음으로 몬테소리의 기본적인 이념과 그녀가 생각하는 이상적인 교육환경과 교사의 조건 등을 알아보았다. 마지막으로 연구자는 몬테소리 교육과정을 비판적인 시각으로 검토하였다. 첫째로 몬테소리 교구는 그 조작에 있어서 융통성이 결여되었고, 개인의 기호에 따라 창의적인 방법으로 몬테소리 교구를 이용하지 못함이 지적되었다. 둘째로, 몬테소리 교실에서는 소, 대집단 활동보다 개인적인 활동이 강조됨으로서, 타 프로그램 교실에 비해 유아간의 상호작용이 부족함이 지적되었으며, 이는 언어발달과 사회성발달에 영향을 끼칠 수 있다. 또한 몬테소리는 교실내의 상상놀이를 금지시켰는데, 이는 유아들이 현실과 허구 사이의 차이를 인식하지 못하고 허구를 실제로 파악하는 등의 그릇된 가치관을 가질 수 있기 때문이라고 하였다. 하지만 여러 연구에 의하면 상상놀이 역시 언어발달과 사회성발달을 촉진시킬 수 있는 기회를 제공하는 매우 중요한 놀이이다. 그러나 본 연구는 여러 가지 제한점이 있음에도 불구하고 몬테소리의 교육방침과 교구들은 유아들의 체계적인 지적 발달을 위해 매우 중요한 역할을 하고 있다고 주장한다. 또한 몬테소리 교실에서 사회성과 감성적인 발달을 위해 역할놀이와 이야기 나누기 시간, 미술, 공작 시간 등을 좀더 강화 할 것을 제안한다.

Language: Korean

ISSN: 1229-3083, 2713-6310