Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice

<p>This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2017

Author dc:creator

• Branch, John Allen

Contributors dc:contributor

• Patrick M. Jenlink
• Karen Embry Jenlink
• Brandon Fox

• Montessori
• pedagogy of place
• cosmic education
• phenomenology
• post-intentional phenomenology
• social justice
• Curriculum and Instruction
• Curriculum and Social Inquiry

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/70

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1075