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Article
Nursery Schools and Cultural Environment
Publication: The Education Quarterly (India - Ministry of Education), vol. 3, no. 9
Date: Mar 1951
Pages: 30-33
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Abstract/Notes: Reprint of a previously published article.
Language: English
ISSN: 0013-1482
Article
The Value of an Integrated Cultural Curriculum
Publication: Tomorrow's Child, vol. 10, no. 5
Date: 2002
Pages: 35–36
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Language: English
ISSN: 1071-6246
Article
Cultural Studies and Children's Knowledge and Understanding of the World
Publication: Montessori International, vol. 66
Date: Jan 2003
Pages: 8–9
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Language: English
ISSN: 1470-8647
Article
Cultural Studies in Montessori Classrooms for 3-6 Year Olds
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: 10–12
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Language: English
ISSN: 1470-8647
Article
Tolerance versus Transformation in Intercultural Education: A Deeper Look at Equal Opportunities
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: 13–15
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Language: English
ISSN: 1470-8647
Article
Promoting Cross-Cultural Understanding in Sri Lanka [Bridge to Peace School]
Publication: Montessori International, vol. 77
Date: Oct 2005
Pages: 26–27
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Language: English
ISSN: 1470-8647
Article
Celebrations of Diversity: A Cross-Cultural Dilemma
Publication: Montessori International, vol. 78
Date: Jan 2006
Pages: 20–22
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Language: English
ISSN: 1470-8647
Article
Montessori Cultural Approach
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 2
Date: Summer 1974
Pages: 32-33
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Language: English
ISSN: 0010-700X
Article
Crossing Caste, Cultural Barriers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 4
Date: Summer 1990
Pages: 2-3
Asia, India, Lakshmi A. Kripalani - Writings, Public Montessori, South Asia
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Language: English
ISSN: 1071-6246
Article
L’attualità interculturale di Maria Montessori: le infanzie e le lingue nel contesto educativo / Maria Montessori’s Intercultural Relevance: Childhoods and Languages in the Educational Context
Available from: Università di Bologna
Publication: Educazione Interculturale, vol. 19, no. 2
Date: 2021
Pages: 46-56
Montessori method of education
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Abstract/Notes: Il contributo intende sondare alcuni tratti della pedagogia e del metodo Montessori di interesse per ripensare gli attuali contesti educativi escolastici sempre più interdipendenti ed eterogenei (Zoletto, 2012). L’individualizzazione nell’apprendimento e la differenziazione sono tensioni costanti nel pensiero di Montessori e si concretizzano nel ruolo dell’ambiente preparato dall’adulto a misuradi ogni bambino, in cui sono organizzati materiali di sviluppo non condizionati daappartenenze culturali (PescieTrabalzini, 2007) e nella pluralità linguistica assunta quale tratto strutturale del contesto (Consalvo, 2020), come avviene in molte scuoledi metodo che stanno sperimentando progetti bilingui. È dall’ambiente secondo Montessori (2000) che i bambini prendono il linguaggio, le abitudini e le caratteristiche della comunità a cui partecipano e per questo gli ambienti scolastici e le atmosfere relazionali costruiti sulla base della unicità e differenza di ognuno sono interculturali (Pesci,2006). Il contributo propone le prime riflessioni scaturite dal lavoro di indagine sull’attualità interculturale di Montessori in prospettiva plurilingue, che èuno dei filoni di ricerca del PRIN (2017) Maria Montessori from the past to the present(Unitàdi ricerca: Bologna, Milano, Roma, Aosta). / This paper will explore some aspects of the Montessori method and pedagogy that are pertinent in rethinking today's increasingly interdependent and heterogeneous educational and school contexts (Zoletto, 2012). Personalized learning and differentiation are constant tensions in Montessori thinking, taking shape in the environment prepared by the adult specifically for each child, where the developmental materials offered are not conditioned by cultural affiliations (Pesci e Trabalzini, 2007) and linguistic plurality is a structural feature of the context (Consalvo, 2020), as occurs in many method schools that are experimenting with bilingual projects. According to Montessori (2000), children acquire language, habits and the characteristics of the community they are part of from the environment, and for this reason school environments and the relational atmospheres based on the uniqueness and differences of each individual are intercultural (Pesci, 2006). The paper offers some initial reflections starting from an investigation of Montessori's intercultural relevance in a multilingual perspective, one of the PRIN (2017) research areas Maria Montessori from the past to the present (Research Units: Bologna, Milan, Rome, Aosta).
Language: Italian
DOI: 10.6092/issn.2420-8175/13899
ISSN: 2420-8175