Language: English

Abstract/Notes: In this historical study, the author explores the racial views of Maria Montessori as expressed in her largely forgotten 1913 book, Pedagogical Anthropology. As a physician and physical anthropologist, Montessori espoused three racial beliefs that were in wide circulation during the late nineteenth century: biological racism, racial determinism, and craniology. Montessori combined these beliefs to warrant the underlying conviction that the races of the world were organized hierarchically with the White races at the top and the races of colour at the bottom, and that, even within the broader White race, there were numerous racial types that could likewise be organized hierarchically based on their physiological features and intellectual potential. The author demonstrates how Montessori expressed these racist beliefs in Pedagogical Anthropology, how she connected them to her famous pedagogy and curriculum, and how they fit into the racial discourses of contemporaneous educators and anthropologists.

Language: English

DOI: 10.1080/00220272.2023.2249067

ISSN: 0022-0272

Language: English

ISSN: 0959-4108

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1071-6246

Abstract/Notes: Consider these words from the Unitarian Universalist College of Social Justice: "If we see white supremacy as a collection of ideas that values whiteness over other cultures, then we can begin to explore how the status quo is maintained in institutions with well-intentioned people who do not consider themselves racist." [...]when I learned the motives behind the production of many of America's most influential racist ideas, it became quite obvious that this folktale, though sensible, was not based on a firm footing of historical evidence....It has actually been the inverse relationship - racial discrimination led to racist ideas, which led to ignorance and hate. [...]Dr. Montessori's continued exposure to racial discrimination led to her racist ideas, which led to her ignorant comments. [...]offer next steps: a public apology, correction, reading materials, or another organization to work with.

Language: English

ISSN: 1054-0040

Abstract/Notes: [...]when we talk about systemic oppression, it is with the understanding that it is a part of our infant country's identity, the very bedrock from which it was built, on land we viciously stole from Native Americans. Ashley Causey-Golden, owner of Afrocentric Montessori, a company that sells handmade materials and curriculum for Black children, says that before we can begin this work, we have to recognize the history of education in the United States: When we talk about decolonization, we have to acknowledge the origins of the education system within the United States. Education has been a tool that has been weaponized to limit access to non-white children and families, strip the language and cultural identity from Indigenous children, and, through the use of textbooks and learning materials, provide teachers and students with a Eurocentric view of world history. Conversely, the ways in which the American educational system has operated as a system of cultural deprivation and dominant white cultural assimilation is further problematic, and a key structural component of colonialism. (personal communications, 7/10/20,10/19/20) Once we identify the problem, it is time to search for solutions. When we approach the child with our personal biases in check, allow for expansive thinking and creation with the help of the prepared environment, we can facilitate children's journey of finding their cosmic task and the ideas and subjects that uniquely inspire them.

Language: English

ISSN: 1054-0040

Abstract/Notes: Jewell approaches the topic through an intersectional lens, using gender-neutral terms to ensure that each person reading the book feels represented. Rather, the work is a lifelong process that perpetually offers opportunities to learn, grow, make mistakes, and expand our understanding of the bias, predispositions, and prejudice inherent in our culture. [...]as I mentioned before, this book is just one step in the lifelong j ourney of antiracism on an individual level and as a society.

Language: English

ISSN: 1054-0040

Abstract/Notes: This action research was conducted to examine the effects of peer discussion groups on the comfort and confidence of lower-elementary Montessori teachers in conducting literature based anti-bias lessons. The intervention was conducted in a private, urban, Montessori school, serving students from toddler to middle school. The participants of this study were five first-third grade teachers, including the participant researcher. Data was collected through pre- and postintervention surveys, teacher post-lesson self-assessments, transcription coding of discussion groups, and researcher self-reflection rating scale and journal prompts. Three discussion groups were scheduled two weeks apart, with teachers giving literature-based, anti-bias lessons between the first and second discussion groups and the second and third discussion groups. Data indicated that teachers became more comfortable and confident in their anti-bias teaching practice and that the discussion groups created a space for reflective dialogue. The action plan suggests that this intervention could have a farther reach if it were conducted for a longer period of time, across a wider age range, and in multiple schools.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: This action research project was completed to test the effects of reading and discussing multicultural children’s literature on young children’s positive self-concept and appreciation of human differences. The setting was a Montessori primary (preK-K) classroom of 18 children, ages two years 10 months to five years 10 months. Ten children were White, four were biracial, three were Asian American, and one was Latin American. Data was collected using a tally sheet, picture test, self-concept test, discussion log, and self-assessment journal. Readings took place each day and books centered on topics such as individuality, race, skin color, diversity, inclusion, and activism. The results indicated that children did show a decrease in negative attitudes towards human differences and an increase in positive attitudes towards human differences throughout the intervention. The action plan implications conclude that the study could be conducted with a narrower focus and within an intersectional framework.

Language: English

Published: St. Paul, Minnesota, 2019