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An Alternative to “No Excuses”: Considering Montessori as Culturally Responsive Pedagogy
Available from: National Center for Montessori in the Public Sector (NCMPS)
Publication: Journal of Negro Education
Date: [in press]
Abstract/Notes: To address inequality, philanthropists support “no excuses” schools in majority-Black low income communities. While the model has raised achievement, its practices are problematic from a social justice lens. Montessori is a highly contrasting model, and over 25% of public Montessori students are Black. Here we examine whether Montessori is a viable alternative school model for Black children. After showing the theoretical alignment between Montessori and culturally responsive pedagogy, we review studies of Montessori outcomes, then we present a new mixed-methods study of 12 adults who attended a primarily Black Montessori preschool. Their descriptions reflect that Montessori’s lived experience is as a culturally responsive pedagogy. The evidence suggests Montessori avoids the concerns raised by no excuses schools while delivering positive outcomes.
ISSN: 0022-2984, 2167-6437
Culturally Sustaining Practices in Public Montessori Schools: A Landscape of the Literature
Available from: Nipissing University (Canada)
Publication: Journal of Unschooling and Alternative Learning, vol. 16, no. 31
Pages: 20 p.
Abstract/Notes: This literature review provides a broad examination of the importance of culturally sustaining practices in public Montessori schools. For the purpose of this paper, culturally sustaining practices refers to any pedagogical practice or framework that prioritizes the racial and social identities of children of color, and/or the work that educators must do to strengthen these culturally sustaining practices. Culturally sustaining practices include but are not limited to Culturally Sustaining Pedagogy, which Paris (2012) adapted from Ladson-Billings' (1995) Culturally Responsive Pedagogy. Specifically examining the experiences that children of color experience in public Montessori education in the U.S., the author proposes that culturally sustaining practices combined with the Montessori method will lead to more humanizing and uplifting school experiences for Montessori families and educators. The research questions guiding the review are: (1) How does public Montessori education intersect with racial justice, social justice, and CSP, specifically as it serves children of color? (2) What is the internal work required of adults who want to employ CSP in their practice with children? The themes that arose from the literature were: the racial and economic challenges facing public Montessori in the U.S.; the varied experiences of Montessori students of color; the need for more social justice and culturally sustaining practices; and the aspects of culturally sustaining practices already existing in Montessori. The paper ends with recommendations for schools and Montessori teacher preparation.
Cultural Determinants Within the Design Set Up of Kindergarten and Preschool Interiors: Assessment of Four Typologies in Terms of Their Spatial Formation [Anaokulu ve Kreşlerin İç Mekan Tasarım Kurgusu İçerisindeki Kültürel Belirleyiciler; Mekansal Oluşumlarının Dört Tipolojisi üzerinde Analizi]
Available from: Megaron Journal
Publication: Megaron: Yıldız Technical University, Faculty of Architecture E-Journal, vol. 16, no. 2
Abstract/Notes: The dynamic and complex nature of children’s sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the Çankaya and Çayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools’ students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child–teacher–parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers’ formation of Interior spatial design. [Anaokullarının mekansal oluşumu,çocuğun,değişen fiziksel çevre koşullarına bağlı olarak gelişen karmaşık ve dinamik bir etkileşim sürecidir. Farklı kültürel koşullar, ilişkiler ve parametreler bu mekanlarda pedagojik, psikolojik ve biyolojik gereksinimleri doğurmaktadır. Bu çalışmanın amacı çocukların ev dışında en çok vakit geçirdiği ana okullarının mekan oluşumunda etkili olan kültürel parametrelerin, boyut ve bağlamını ortaya koymaktır. Literatür taraması, mülakat ve istatistiksel araştırma sonucunda elde edilen verilere göre; Eğitim Modeli, Socio-Ekonomik koşullar, Yetişkin ölçütü, Çocuk-Eğitim-Ebeveyn İlişkileri ve Konum Kültür ile ilişkilidir. Bu kavramsal İlişkiler çalışmanın gövdesini oluşturmaktadır. Yukarıda belirtilen unsurlarla ilişkili olarak Ankara Çankaya ve Çayyolu semtlerinde yer alan anaokullarında anket çalışması yapılmıştır. Anketler, bahsi geçen bölgede 15 Anaokulunda 200 katılımcıya uygulanmıştır. Anaokulları Montessori eğitim modeli uygulayan, İngilizce eğitim veren, fiziksel şartları ile öne çıkan ve bir markanın zinciri olmak üzere sınıflandırılmıştır. Sonuç olarak, yapılan farklı sınıflandırmalara bağlı olarak, değişen kültürel parametrelerin Anaokullarının mekansal oluşumunda direk ve dolaylı etkisi bulunmaktadır.]
Multicultural Education of Young Children in Everyday Life
Available from: University College London
Publication: New Era in Education, vol. 75, no. 3
Date: Dec 1994
Sociocultural Critique of Piaget and Vygotsky
Available from: ScienceDirect
Publication: New Ideas in Psychology, vol. 18, no. 2/3
ISSN: 0732-118X, 1873-3522
Multicultural Teacher Education: Developing a Hermeneutic Disposition
Available from: Philosophy of Education Society
Publication: Philosophy of Education Yearbook
Abstract/Notes: The essay discusses multicultural teacher education (MTE) of preservice teachers, bigotry or prejudices, and the hermeneutics educational theory of Hans-Georg Gadamer. The authors describe changing teachers' dispositions through transformative learning, the history of hermeneutics, and the philosophy of the other. The authors mention cultural interactions, classroom relationships, and class activities to explore diversity and cultural experiences.
Creating High-Quality Early Childhood Education in Rwanda: Teacher Dispositions, Child-Centred Play, and Culturally Relevant Materials
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 190, no. 15
Abstract/Notes: Overcoming challenges to quality early education in developing nations, TEACH Rwanda, one high-performing education system, offers a model of childhood learning through sensitive teacher dispositions, child-centred play, and culturally relevant materials. This manuscript provides a unique window into the practices of a quality early childhood system in Rwanda and articulates how these high-quality approaches to early childhood education can be executed successfully in developing nations with limited resources. The guidelines for practice and illustrations from real classrooms are relevant for a range of educators around the world. One key to success is the programmes’ homegrown professional development approach featuring Rwandans teaching Rwandans, which builds capacity within the system. The professional development description encourages administrators and directors to establish such programmes which can successfully build capacity and sustainability within their schools.
ISSN: 0300-4430, 1476-8275
An Examination of Culturally Relevant Pedagogy and Antibias-Antiracist Curriculum in a Montessori Setting
Available from: Lynn University - Electronic Theses and Dissertations
Abstract/Notes: The research consisted of a qualitative case study of three urban public Montessori schools with a population of 51% or more of students of color and a commitment of 2 years or more of CRP-ABAR within a Montessori setting. The theoretical framework used for the study was the critical race theory, which is the conceptual foundation for examining inequities in public education. This research dissertation had a focus on gaining an insight into the perceptions of administrators, teachers, and parents toward CRP-ABAR in Montessori schools by examining the practices in three public Montessori schools. The possible connections to student outcomes, such as behavioral referrals, suspension rates, and academic achievement for students of color were explored to determine if any connections exist between CRP-ABAR and outcomes for students of color within a public Montessori setting. Three major themes emerged of the perceptions of administrators, teachers, and parents about the impact of the CRP-ABAR in a Montessori setting. The CRP-ABAR could be delivered through a curriculum-oriented approach or a systemic-oriented approach and the CRP-ABAR connects to Montessori through peace-global education and the prepared teacher-environment. The CRP-ABAR practices impact students of color primarily through social emotional growth with limited academic outcomes. Even with an intentional focus and diversity training, many non-Black teachers’ perceptions of students of color included deficit theory thinking. Some parents believed racism is being dismantled through the curriculum and celebrations of diversity. Other parents identified some teachers-staff with underpinning instances of biases and insensitivity.
Published: Boca Raton, Florida, 2020
School Ethos and its Religious Dimension: International Network for Interreligious and Intercultural Education
Available from: Sabinet African Journals
Publication: Scriptura: Journal for Contextual Hermeneutics in Southern Africa, vol. 89, no. 1
Date: Jan 2005
Abstract/Notes: In the Netherlands the debate on the identity of a school is influenced by the long and dominant history of a close linking between religious traditions (mainly the Christian tradition) and the design of the national school system. For almost 100 years, most schools, formally speaking, are so called Christian schools. This is not an accidental adverb used to indicate some of the Dutch schools, but it has a strong juridical basis. In recent education a certain discrepancy is experienced between the formal corporate identity of a school and the actual identity of the school population. This discrepancy is the central matter of this article. We present two research projects by which this discrepancy is explored. The key issue seems to be that in Dutch education there is a strong need for a paradigm shift from a more deductive to a more inductive reflection on school ethos.
ISSN: 0254-1807, 2305-445X
Games That Art Educators Play: Games in the Historical and Cultural Context of Art Education
Available from: JSTOR
Publication: Studies in Art Education, vol. 55, no. 3
Date: Spring 2014
Abstract/Notes: Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and '70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.
ISSN: 0039-3541, 2325-8039