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Article
Les Deux Justices / Two Kinds of Justice
Publication: AMI Journal (2013-), vol. 2019
Date: 2019
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Abstract/Notes: Closing lecture on the 1934 International Course, Nice, France.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Students Rise Up for Social Justice [Montessori Spotlight: East Cooper Montessori Charter School, Mt. Pleasant, South Carolina]
Available from: ProQuest
Publication: Montessori Life, vol. 33, no. 3
Date: Fall 2021
Pages: 12-13
American Montessori Society (AMS) - Periodicals, Americas, North America, United States of America
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Language: English
ISSN: 1054-0040
Article
Establishing Social Justice Through Peace
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 3
Date: 2008
Pages: 12-13
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Language: English
ISSN: 1054-0040
Article
'Where Do I Go From Here?': A Montessori Teacher's Reflection on the 2017 Montessori for Social Justice Conference
Available from: MontessoriPublic
Publication: Montessori Public, vol. 2, no. 1
Date: Fall 2017
Pages: 18
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Language: English
Master's Thesis (Curriculum And Instruction)
Montessori Education & Social Justice: Overlap, Potential & Areas for Growth
Available from: American Montessori Society
Maria Montessori - Philosophy, Montessori method of education, Social justice
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Abstract/Notes: Montessori education is aligned with Culturally Relevant Pedagogy (CRP), yet poor students and students of color are not attending Montessori schools. In this research, narrative inquiry is used to unpack how well Montessori education is serving poor students and students of color. Results show great potential, while also display a complex web of history, perception, and current practices that need to be addressed in order for Montessori education to best serve poor students and students of color.
Language: English
Published: Madison, Wisconsin, 2016
Article
Educating For Peace And Social Justice: Reflections On The 2009 AMS Annual Conference
Available from: ProQuest
Publication: Montessori Life, vol. 21, no. 2
Date: 2009
Pages: 5-5,7
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Language: English
ISSN: 1054-0040
Article
Peace and Social Justice Retreat: The Journey from Trauma to Triumph
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 4
Date: 2008
Pages: 12
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Language: English
ISSN: 1054-0040
Article
Montessori for Social Justice in Portland
Available from: MontessoriPublic
Publication: Montessori Public, vol. 4, no. 1
Date: Fall 2019
Pages: 22
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Language: English
Doctoral Dissertation
Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice
Available from: Stephen F. Austin State University
Cosmic education, Social justice
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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
Master's Thesis (Action Research Report)
The Impact of a Social Justice-Oriented Mindfulness Practice on the Self-Efficacy of an Early Childhood Montessori Teacher
Available from: St. Catherine University
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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