Abstract/Notes: Includes information related to Montessori's visit to Argentina in 1927.

Language: English

Published: Los Angeles, California, 1929

Abstract/Notes: A deep sense of care and reverence honoring children has been central to many Indigenous nations for millennia, long before Maria Montessori first articulated ideas around following the child or the sacredness of childhood. This chapter argues that education, particularly in the United States, including Montessori education, is rooted in ideologies often aimed at erasing Indigenous people. The chapter begins by naming reasons Indigenous communities utilize Montessori practices for reclamation of their children’s education. It then confronts how Montessori has been and, in some instances, continues to be weaponized against Indigenous children and their communities. The chapter concludes with a vision for an Indigenized Montessori practice as a tool for creating culturally sustaining environments honoring, uplifting, and centering the languages, cultures, values, and knowledge of the Tribal Nations in which it is utilized.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Language: English

Language: English

Language: English

Language: English

Published: Pittsburgh, Pennsylvania, 1963

Abstract/Notes: This historical re-view of the events and interactions of Maria Montessori's visit to the United States between the years 1913 and 1918 begins by examining Montessori's personal history, with an emphasis on her educational background leading up to her becoming the first female physician in Italy. After discussing her scientific background briefly, the document specifically addresses several of Montessori's educational concepts. Next, this study examines specific nuances of organization, power and intent found in the educational system of the United States at the time of her visits. Particular emphasis is placed on the implications of industrialization, increasing immigration and the response of the educational establishment to these issues. Interactions and events from her visits in the United States follow. Montessori's influences on and experiences with prominent figures in the U.S. at that time are accentuated through the events that highlight her travels. After detailing each visit in the historical context in which it occurred, the piece continues with the author's discussion of how the dissertation applies to teaching history in the foundations. The piece concludes with conceptual suggestions of ways to increase diverse social awareness and encourage community-based responses of pre-service and in-service public school educators.

Language: English

Published: Blacksburg, Virginia, 1997

Abstract/Notes: The purpose of this study was to examine the growth of the Montessori Movement in the United States during the periods 1909-1921 and 1952-1970. The Montessori system was viewed as an innovation in American education and special attention was directed to the leaders of the movement and the role they played in its growth. The primary sources used for the initial period were the papers of Mabel Bell kept in the Bell Room of the National Geographic Society and the McClure Manuscripts housed in the Lilly Library at Indiana University. For the latter period, the following sources were utilized: American Montessori Society files, files of Whitby School, tape recordings from the American Montessori Society, interviews with Nancy Rambusch, Cleo Monson, John McDermott and correspondence with Mario Montessori and Margaret Stephensen. In addition to visits to the original Casa dei Bambini in Rome and modern Case in Italy, many Montessori schools in the United States were observed. The background of Dr. Montessori was discussed and the influences, principles and contributions of her method were examined. The period from 1909-1921 was analyzed with reference to the leadership of Maria Montessori, S.S. McClure, Mabel Bell, Helen Parkhurst and William Kilpatrick. The social, educational, political, theoretical and communications problems were examined to determine possible reasons for the demise of Montessori education in that era. The renascance [sic] of Montessori education in the United States (1952-1970) was examined with emphasis on the leadership of Mario Montessori, Nancy Rambusch, Margaret Stephenson, Cleo Monson and John McDermott. The areas of social, educational, theoretical and communications were studied for likely reasons for the resurgence of Montessori education in America. A paradigmatic schema was used to compare the role of the leaders in each period: Policy maker- Maria Montessori and Mario Montessori; Promoter- S.S. McClure and Nancy Rambusch; Organizer- Mabel Bell and Cleo Monson; Disciple- Helen Parkhurst and Margaret Stephenson; Professional Educator- William Kilpatrick and John McDermott. The qualities of leadership which led to the original demise of the Montessori Movement were: 1) Mistrust and lack of direct contact with United States educators and Montessori promoters by Maria Montessori; 2) Withdrawal of lecture and film rights from S.S. McClure by Dr. Montessori; 3) Dissolution of Montessori organizations by Mabel Bell and Helen Parkhurst because of lack of confidence in them by Maria Montessori; 5) Strong influence by William Kilpatrick (who did not believe in the Montessori method) on kindergarten teachers. The rebirth of the Montessori Movement was influenced by: 1) Mario Montessori's strong adherence to the original ideas of Maria Montessori; 2) Nancy Rambusch's proper use of leadership and timing and the formation of the American Montessori Society by her; 3) The organized efforts of the American Montessori Society and its teacher-training and public relations function by Cleo Monson; 4) The loyalty and knowledge displayed by Margaret Stephenson in running the Association Montessori Internationale teacher-training course in Washington; 5) the efforts of John McDermott to put Montessori in an American cultural context in teacher-training and professionalization of Montessori education. The writer finds strong indications for the thesis that it was the leadership which effected the growth of the Montessori Movement in the United States and recommends further research into other educational innovations in the United States such as the British Infant School Movement and Headstart with attention to the leadership.

Language: English

Published: New York City, New York, 1971

Language: English

Language: Spanish

ISSN: 2766-7936, 2766-7944