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1216 results

Article

Montessori Conference in Columbia, South Carolina [October, 1991]

Publication: Montessori Observer, vol. 12, no. 4

Pages: 1

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Language: English

ISSN: 0889-5643

Article

Society Conference in Columbia, South Carolina [October 1994]

Publication: Montessori Observer, vol. 15, no. 4

Pages: 1

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Language: English

ISSN: 0889-5643

Article

Conference in Columbia, South Carolina: Experiments and Experience, October 14-15, 1995

Publication: Montessori Observer, vol. 16, no. 4

Pages: 1

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Language: English

ISSN: 0889-5643

Article

Conference in Columbia, South Carolina... A Few More Golden Moments [August, 1990]

Publication: Montessori Observer, vol. 11, no. 4

Pages: 1, 4

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Language: English

ISSN: 0889-5643

Article

AMI-EAA Annual Summer Conference: Monday, July 8-Sunday, July 14th, 1996 Seabrook Island, South Carolina

Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 2

Pages: 9

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Language: English

Article

Montessori Conference in South Carolina: Experiencing the Truth – September 20-21, 1997

Publication: Montessori Observer, vol. 18, no. 4

Pages: 1

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Language: English

ISSN: 0889-5643

Article

Society Conference in Columbia, South Carolina [October, 1991]

Publication: Montessori Observer, vol. 12, no. 3

Pages: 1

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Language: English

ISSN: 0889-5643

Book Section

La mujer como educadora de párvulos: La influencia de María Montessori en las Escuelas Municipales de Pamplona [Women as educators of young children: The influence of Maria Montessori in the Municipal Schools of Pamplona]

Book Title: Mujer y educación en España, 1868-1975

Pages: 467-473

Early childhood care and education, Early childhood education, Europe, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southern Europe, Spain

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Language: Spanish

Published: Santiago de Compostela, Spain: Universidad de Santiago de Compostela, Departamento de Teoría e Historia de la Educación, 1990

ISBN: 84-404-7748-1 978-84-404-7748-4

Series: Coloquio de Historia de la Educación Universidad de Santiago , VI

Article

Are Public Schools Ready for Montessori? Educators Are Discovering That Many of Their Reform Goals Are Already Incorporated in the Montessori Method

Publication: Principal, vol. 69, no. 5

Pages: 20-23

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Language: English

ISSN: 0271-6062

Doctoral Dissertation (Ph.D.)

Critical Montessori Education: Centering BIPOC Montessori Educators and their Anti-Racist Teaching Practices

Available from: University of Maryland Libraries

Anti-bias, Anti-bias anti-racist curriculum, Anti-bias anti-racist practices, Anti-racism, Montessori method of education - Teachers, People of color, Teachers

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Abstract/Notes: While many BIPOC Montessori educators engage in anti-racist and culturally responsive teaching, Montessori education remains predominantly race-evasive. As a philosophy, it is rooted in colorblind perspectives in its focus on "all children" and lack of explicit centering of BIPOC students’ experiences. Teaching must account for race and racial lived realities in order to better support BIPOC students’ ways of knowing in culturally relevant and sustaining ways. This study seeks to center the voices of BIPOC Montessori educators and disrupt the pattern of Montessori research conducted without a critical racial lens. Framed by Critical Race Theory, this study focuses on the strengths, assets, and anti-racist teaching practices that one BIPOC educator brings to her classroom. I use critical ethnographic methods to better understand how a BIPOC Montessori teacher at a public charter Montessori school interprets and enacts the Montessori method to support BIPOC students. I consider how her racial identity informs her practices, and the structural barriers she faces at her school when enacting anti-racist and strength-based approaches. The guiding research questions of this study are: How does a Black Montessori teacher interpret the Montessori philosophy to more relevantly support her BIPOC students? How does she practice the Montessori method through culturally relevant and sustaining practices? What are the structural barriers that continue to challenge her as a Black educator doing her work? My analysis suggests that the teacher maintains her classroom space as a tangible and intangible cultural space that reflects and maintains her students' identities; that her own identity as a Black woman deeply contribute to the school's work around anti-racism and culturally responsive pedagogy; and that there are external barriers that both the teacher and the school face, that prevent them both from fully achieving culturally responsive teaching practices. At the core of the study, I seek to understand the possibilities and challenges of Montessori education from the perspective of BIPOC Montessori educators, and how we could learn from them to better support BIPOC students. I hope to begin a path toward more counter-stories in the Montessori community to specifically support BIPOC Montessori educators and understand the structural barriers they face to anti-racist teaching in Montessori programs in the United States.

Language: English

Published: College Park, Maryland, 2023

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