The Critical Montessori Model

Abstract

Despite an increase in race-related Montessori research over the past decade, the Montessori community lacks a unified framework to examine the Montessori Method and its philosophy through a critical racial lens. Without explicit discussions or universal training about race and whiteness, the Montessori Method can be interpreted through a color-blind lens unless scholars and practitioners explicitly use a critical racial perspective. This paper proposes the Critical Montessori Model (CMM), which centers high-fidelity Montessori practice—including the Montessori materials, child development, respect for and relationships with children, and observation as a learning tool—encompassed by critical race theory, as a way for researchers and practitioners to interpret the Montessori Method. This theoretical model critiques systems of whiteness and instead proposes centering the lived experiences and knowledge of the BIPOC community, drawing from theories such as culturally relevant/sustaining pedagogy and community cultural wealth (CCW). The hope is that this model will be the start of calibration among critical Montessori research to unify Montessori practitioners in their interpretations of Montessori education and the possibilities it provides for anti-racist education that centers Black, Indigenous, and other people of color (BIPOC). The paper ends with recommendations for future research using the CMM as a framework and calls for more BIPOC voices to be highlighted in the Montessori research community.

Keywords

• BIPOC teachers
• BIPOC students
• Montessori education
• critical race theory