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Per un’educazione attiva e antiautoritaria: la comunicazione effi cace e discreta dell’educatrice montessoriana
Book Title: Maria Montessori e la scuola d'infanzia a nuovo indirizzo [Maria Montessori and the new direction of nursery school]
Pages: 127-142
Early childhood care and education, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Language: Italian
Published: Bergamo, Italy: Zeroseiup, 2015
ISBN: 978-88-99338-07-7 88-99338-07-8
Series: Culture e saperi dell'infanzia
Book Section
Il contributo della pedagogia montessoriana alla costruzione di modelli di formazione degli insegnanti della scuola dell’infanzia
Book Title: Maria Montessori e la scuola d'infanzia a nuovo indirizzo [Maria Montessori and the new direction of nursery school]
Pages: 171-181
Early childhood care and education, Early childhood education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Language: Italian
Published: Bergamo, Italy: Zeroseiup, 2015
ISBN: 978-88-99338-07-7 88-99338-07-8
Series: Culture e saperi dell'infanzia
Article
Between Chaos, Instability, Change and Antifragility. A Qualitative Study of Working Conditions and Everyday Reality of Polish Montessori Early Childhood Education Teachers
Available from: Maria Curie-Sklodowska University (Poland)
Publication: Prima Educatione, vol. 7
Date: 2023
Pages: 39-48
Early childhood care and education, Early childhood education, Europe, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Montessori schools, Poland, Teachers
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Abstract/Notes: The aim of this article is to synthesise the results of a qualitative study on Montessori early childhood education teachers in Poland regarding the concept of meanings given to instability, chaos and change in their professional everyday life. The research was conducted among a group of thirty-five women working in kindergartens and primary schools using an individual, qualitative, semi-structured research interview, transcribed and analysed according to the procedure of phenomenography. The analysis of the outcome space made it possible to identify and describe three categories: I) change and instability as unbearable stressors, II) far from change and instability as something that is far away, III) change and instability as natural conditions for individual and organisational learning. The first category is related to conceptions of meaning that thematise instability as, something that is permanently experienced and, at the same time, something that ideally should not be experienced. This instability is primarily associated with authoritarian management styles and paternalistic treatment of teachers by employers and/or parents of children. Within the second category are narratives illustrating working conditions away from change and instability provided by the strong personalities of head teachers and authoritarian management. The third category refers to change and instability as a natural condition of the world. From this perspective, not only are they not negative, but quite the opposite. Instability and change provide opportunities for learning and at both individual and organisational levels.
Language: English
ISSN: 2657-3229, 2544-2317
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
Article
Esperienze - Tanti traguardi raggiunti con l'aiuto del Metodo
Publication: MoMo (Mondo Montessori), vol. 3, no. 2
Date: Apr 2022
Pages: 18-24
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Opinioni - Assistere all nascita di stelle danzanti
Publication: MoMo (Mondo Montessori), no. 18
Date: Mar 2020
Pages: 52-56
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Ritratto - Adele Costa Gnocchi (1883-1967), anticipatrice di novità
Available from: Fondazione Montessori
Publication: MoMo (Mondo Montessori), no. 15
Date: Oct 2018
Pages: 10-13
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Language: Italian
ISSN: 2421-440X, 2723-9004
Article
Il Quarto Articolo della Dott. Maria Montessori: Alcune Interessanti Esperienze della Illustre Educatrice con i Bambini Deficienti [The Fourth Article by Dr. Maria Montessori: Some Interesting Experiences of the Distinguished Educator with Deficient Children]
Available from: Chronicling America (Library of Congress)
Publication: L'Italia (San Francisco, California)
Date: Aug 16, 1915
Pages: 4
Americas, Maria Montessori - Writings, North America, United States of America
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Language: Italian
ISSN: 2637-5400
Article
Il Nono Articolo della Dott. Maria Montessori: Il Bambino deve Essere Educato alla Scuola della Liberta' e dell'Indipendenza - Le Madri non Debbono Considerare le loro Creature come Altrettanti Fantocci, ma come Esseri che Domanio Saranno Uomini [The Ninth Article by Dr. Maria Montessori: The Child Must Be Educated in the School of Freedom and Independence - Mothers Should Not Consider Their Creatures as As Many Phantoms, but as Beings Who Tomorrow Will Be Men]
Available from: Chronicling America (Library of Congress)
Publication: L'Italia (San Francisco, California)
Date: Aug 28, 1915
Pages: 5
Americas, Maria Montessori - Writings, North America, United States of America
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Language: Italian
ISSN: 2637-5400
Article
Il Secondo Articolo della Dott. Maria Montessori: Episodi Interessanti che Rivelano la Sagacia Educatrice della Illustre Pedagogista - Ricordi delle Prime Prove fra i Piccoli Deficienti di Roma [The Second Article of Dr. Maria Montessori: Interesting Episodes Revealing the Educating Wisdom of the Illustrious Pedagogist - Memories of the First Trials among the Little Deficients in Rome]
Available from: Chronicling America (Library of Congress)
Publication: L'Italia (San Francisco, California)
Date: Aug 11, 1915
Pages: 5
Americas, Maria Montessori - Writings, North America, United States of America
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Language: Italian
ISSN: 2637-5400