Mortarboard Review
Montessori-Related Dissertations, 2023
DOI :
https://doi.org/10.17161/jomr.v10i1.21851Mots-clés :
Montessori research, Montessori dissertations, antibias and anti-racist, ABAR, teaching practices, equity in education, public Montessori education, learning environments, teacher trainingRésumé
This is the second article in an ongoing series, published annually, highlighting a selection of English-language dissertations from the previous calendar year related to Montessori philosophy and education. Thirteen doctoral dissertations completed and approved during the 2023 calendar year were identified. The authors selected three dissertations to spotlight because they represent high-quality research in an area that is relevant to the current educational landscape: antibias and anti-racist (ABAR) educational practices.
Références
Bass-Barlow, K. (2023). Examination of Montessori training: Experiences of People of Color in public and charter Montessori schools [Doctoral dissertation, Arkansas State University]. https://www.proquest.com/docview/2856660597
Canzoneri-Golden, L., & King, J. (2020). An examination of culturally relevant pedagogy and antibias-antiracist curriculum in a Montessori setting [Doctoral dissertation, Lynn University]. https://spiral.lynn.edu/etds/360
Canzoneri-Golden, L., & King, J. (2023). Montessori education and critical race theory in the United States. In A. K. Murray, E.-M. Tebano Ahlquist, M. K. McKenna, & M. Debs (Eds.), The Bloomsbury handbook of Montessori education (pp. 503–511). Bloomsbury Academic.
Cooper, J. (2022). Searching for equity in education: A qualitative study examining the experiences of African American families in accessing and financing Montessori education [Doctoral dissertation, Saint Joseph’s University]. https://www.proquest.com/docview/2806396666
Cossentino, J. (2009). Culture, craft, & coherence: The unexpected vitality of Montessori teacher training. Journal of Teacher Education, 60(5), 520–527. https://doi.org/10.1177/00224871093445
D’Cruz Ramos, G. O. (2023). Critical Montessori education: Centering BIPOC Montessori educators and their anti-racist teaching practices [Doctoral dissertation, University of Maryland]. https://doi.org/10.13016/dspace/twpw-zy3r
Debs, M. (2019). Diverse families, desirable schools: Public Montessori in the era of school choice. Harvard Education Press.
Freire, P. (1968). Pedagogy of the oppressed. Seabury Press.
Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minnesota University Press.
Giroux, H. A. (2011). On critical pedagogy. Bloomsbury.
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. SAGE.
Hammons, M. S. (2023). Antiracist pedagogy in White spaces: An exploration of antiracist White teachers and their commitment to create antiracist classrooms [Doctoral dissertation, San Francisco State University]. https://doi.org/10.46569/8p58pm94q
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. Irwin Publishing.
McLaren, P. (2016). Pedagogy of insurrection: From resurrection to revolution. Peter Lang.
Moquino, T. (2023). The need for Indigenous Montessori teacher education. In Equity examined: How to design schools and teacher education programs where everyone thrives (pp. 42–44). American Montessori Society.
Moquino, T., Walker, N., & Kitchens, K. (2023). Beyond authenticity: Indigenizing Montessori education in settler colonial United States. In A. K. Murray, E.-M. Tebano Ahlquist, M. K. McKenna, & M. Debs (Eds.), The Bloomsbury handbook of Montessori education (pp. 513–524). Bloomsbury Academic.
Schaeffer, K. (2021). U.S. public school students often go to schools where at least half of their peers are the same race or ethnicity. https://policycommons.net/artifacts/2047148/us/2800212
Welch, A. M. (2023). Racial identity development in the early years: A Montessori student/educator’s autoethnographic study [Master’s thesis, California State University, Los Angeles]. https://www.proquest.com/docview/2849816249
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(c) Copyright Joel Parham, Jennifer Moss, Katie Keller Wood 2024
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
