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Article
The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English
Article
The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 1
Date: 2006
Pages: 21–45
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania
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Language: English
ISSN: 0519-0959
Article
Montessori and the Indigenous Communities of Australia
Publication: Montessori International, vol. 82
Date: Jan 2007
Pages: 18–19
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania
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Abstract/Notes: Montessori Children's Foundation
Language: English
ISSN: 1470-8647
Article
The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia
Available from: AMI Montessori Digital
Publication: Montessori Articles (Montessori Australia Foundation)
Date: 2006
Pages: 1-26
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania
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Language: English
Doctoral Dissertation (Ph.D.)
Perspectives on Montessori: Indigenous Inquiry, Teachers, Dialogue, and Sustainability
Available from: American Montessori Society
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Sustainability, Teachers
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Abstract/Notes: This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm’s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montessori concept. The total of 20 coresearchers concluded that the essence of Montessori was when Montessori became a way of life, a process, coresearchers believed, is lifelong. The elders determined effective Montessori teachers are those who can apply the Montessori concept in their classroom. Key attributes of effective Montessori teachers included ability to trust, exercise keen observation skills, and develop mindfulness. One insight offered for teacher educators included allowing more time for adult learners to practice implementation of the theory. For administrators, elders believed that teachers’ development unfolds just as students’ and requires in-kind support. Findings help inform prospective and current Montessori teachers, teacher educators, and school administrators. Findings show an alignment between Maria Montessori’s educational theory and how it is practiced, reveal the complex nature of the Montessori concept, and indicate Montessori education fosters a sustainability mindset.
Language: English
Published: Prescott, Arizona, 2017
Article
Care Givers’ Knowledge of Integrating the Montessori; Indigenous Communicative Teaching Methods and Reggio Emilia in Early Child Care Education
Available from: African Journals Online
Publication: AFRREV IJAH: An International Journal of Arts and Humanities, vol. 6, no. 3
Date: 2017
Pages: 127-140
Africa, Indigenous communities, Indigenous peoples, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Studies have identified the mismatch between theory and practice as the main reason for gap between the intended and the achieved curriculum objectives. The early childcare education is no exception. Theories of child development emphasize that children learn best through play and self-discovery. Unfortunately, research results revealed that caregivers do not adhere to the prescribed pedagogy and since pedagogy stems from the theory of the nature of the learner and how he learns; it implies that failure to use the right pedagogy adversely affects the achievement of the objectives. The study therefore sought to identify caregivers’ knowledge of integrating Montessori, Indigenous Communicative Teaching and Reggio Emilia approaches in Early Childhood Care Education in Owerri Educational zone, Imo State, Nigeria. The study is a descriptive survey with the population comprising all caregivers in government approved pre-primary schools totalling 119, using a 39-item questionnaire and percentages as well as chi square for data analyses. Results showed that respondents were not knowledgeable. Recommendations include the need to monitor caregivers to ensure compliance to stipulated policy.Keywords: childcare education, caregivers
Language: English
DOI: 10.4314/ijah.v6i3.11
ISSN: 2227-5452
Article
Montessori in an Indigenous Community [Wadja Wadja High School, Woorabinda, Central Queensland]
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 12
Date: Jun 2004
Pages: 8–10
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori schools, Oceania, Wadja Wadja High School (Woorabinda, Australia)
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Language: English
Article
Innovative Montessori Practice in an Australian Indigenous Community School Linking Migalu Zoology and Murri Zoology
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 15
Date: Nov 2006
Pages: 23–25
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Kamilaroi (Australian people), Montessori method of education, Oceania, Zoology education
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Abstract/Notes: Migalu or Migaloo is an Aboriginal Australian term for "a white person". Murri is the name of a specific group of Aboriginal Australian peoples (also known as Kamilaroi) which form one of the four largest Indigenous nations in Australia.
Language: English
Article
Hawaiian Indigenous Education and the Montessori Approach: Overlapping Pedagogy, Values, and Worldview
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 3
Date: 2014
Pages: 251-271
Americas, Asian American and Pacific Islander community, Indigenous communities, Indigenous peoples, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, United States of America
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Abstract/Notes: Nanette Schonleber makes a remarkable correlation as to why Hawaiian indigenous educators thrive with Montessori pedagogy. Compatible educators share values and goals, such as developmental learning, respect for parenthood, freedom of movement and independence, choice in learning, and specific individualized potential. Hawaiian language and culture-based educators view their work as a way of learning embedded in a way of life that integrates a cultural worldview and belief system, such as the child as a spiritual being, earth as living, and creation as interconnected. The author also finds congruency in land-based learning as being fundamental to indigenous learning and similar to the Erdkinder emphasis for the adolescent where interconnectedness and community roles arise out of farming. [This article is based on the author's 2006 award-winning doctoral dissertation titled "Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-Based Educators."]
Language: English
ISSN: 1522-9734
Honors Thesis
The Seneca Language and Bilingual Road Signs: A Study in the Sociology of an Indigenous Language
Available from: Ohio State University - Knowledge Bank
Americas, Bilingualism, Indigenous communities, Indigenous peoples, North America, United States of America
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Abstract/Notes: One of the fundamental types of human rights concerns collective-developmental rights which allow minorities to use heritage languages and practices without external interference (Vašák 1977). The protected status of minority language rights is a critical part of language revitalization in which speakers of heritage languages, faced with the encroachment of more socially, politically, and economically dominant languages, embark on vigorous programs to ensure the survival and continued usage of their language. The Five Nations Iroquoian language, Seneca, has just a few remaining speech communities and a variety of ongoing language revitalization initiatives (Mithun 2012). To revitalize their traditional language, community classes through the Seneca Language Department and the Faithkeepers Montessori School Seneca Language Nest for young speakers have concentrated their efforts on preserving Onöndowa'ga:' Gawë:nö' the indigenous name for the Seneca language (Bowen 2020, Murray 2015). In the public sphere, a push by the Seneca Nation of Indians Department of Transportation fulfilling the intent of the federal Native American Tourism and Improving Visitor Experience (NATIVE) Act enacted in 2016, specifically included bilingual signs for state roads running through indigenous land in addition to other significant components (Figura 2016). In an area whose geographic names are strongly connected to Iroquoian languages including Seneca, these bilingual signs represent more public and visible Seneca language presence and stand as symbols of language revitalization. The place names and information that appear on the signs have considerable significance for community identity as well as linguistic and economic impacts, among others. Through oral histories collected from Seneca Nation members and language advocates in addition to a representative from the New York State Department of Transportation, this study pursues an analysis of the Seneca public usage of their heritage language and the various language revitalization efforts occurring among indigenous and minority communities internationally. As the COVID-19 pandemic threatens already vulnerable populations, heritage languages that have been historically oppressed face a global language crisis that disproportionately harms and disadvantages speakers of heritage and minority languages (Roche 2020). While the language of road signs may seem mundane, this study reveals how the Seneca bilingual signs play a significant role in awareness of indigenous territory and consequently stimulation of the local economy as well as supporting language learning, revitalization, and de-stigmatization. Primarily through the efforts of the Seneca community, the bilingual signs represent the expression of language rights in the public sphere and one part of the ongoing language revitalization.
Language: English
Published: Columbus, Ohio, 2021