Language: English

Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017

Language: English

Abstract/Notes: Issues of social justice are not new. The struggles of marginalized humans are deeply rooted in beliefs and actions of our past that remain in our present and that have all the signs of carrying on into our future. One might think that we have evolved; that these deep roots have been upended and progress has been made. The conversations, discimination, and violence that exist suggest that very little progress has been made. We are at a critical point in addressing the challenges that our fellow human beings not only experience but that will also become a part of the fabric of who they are and will be carried on into future relationships and generations only to repress the quality of their one life lived. As we prepared to come together to celebrate 150 years of Dr. Maria Montessori's life and legacy - she was born on August 31, 1870 - we felt it was imperative that we honor her not only as the extraordinary educator and scientist that she was but also as a champion of humanitarian causes. This publication serves as a means for amplifying our voice and shines a spotlight on social justice, or rather injustice, for those within our community and beyond. We are grateful that we were joined in this effort by others who feel this same calling, and that we were led by David Kahn, as executive editor, through his inspiration, dedication to authenticity, and simply his ability to get things done. Our hope is that this publication will not be one that merely sits on a shelf but rather lives on through inspired action.

Language: English

Published: [S.I.]: [s.n.], 2019

Volume: 1, no. 1

Abstract/Notes: The purpose of this action research was to explore how a social justice-oriented mindfulness practice would impact the self-efficacy of an early childhood educator. This self-study, with the researcher as the sole participant, took place over a six-week period while the researcher was working in a private Montessori school in the Northeastern United States in a classroom of 20 students aged 3-5. The intervention included breathwork; both walking and seated meditation paired with articles, essays, interviews, and poetry relevant to social justice; meditation; and mindfulness. Qualitative and quantitative data were collected through reflective journaling, a record of feelings scale, an attitude scale, and a pre- and post-intervention survey. While the data did not reflect any substantial impact with regards to teacher self-efficacy, the study was transformative in many ways. The intervention resulted in a deeper understanding of social inequities and a heightened sense of self-reflection. A more focused and comprehensive selection of content relevant to equity in the educational setting would likely have allowed for a more guided learning experience. Additionally, community organized events and workshops relevant to this work could play a crucial role in encouraging the need and responsibility to take action in establishing more equitable schools.

Language: English

Published: St. Paul, Minnesota, 2020

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Language: English

Language: English

Language: English