Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School

Autor/inn/en	Gross, Zehavit; Rutland, Suzanne D.
Titel	Applying Montessori Principles in China: The Impact of Being a Situational Minority in a Particularistic Jewish Heritage School
Quelle	In: Journal of Jewish Education, 85 (2019) 1, S.27-52 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2019.1559433
Schlagwörter	Montessori Schools; Foreign Countries; Teaching Methods; Judaism; Jews; International Schools; Religious Education; Self Concept; Principals; Administrator Attitudes; Grounded Theory; Teacher Attitudes; Parent Attitudes; Cultural Awareness; School Visitation; Well Being; Educational Philosophy; Immigrants; Educational History; China + Suchen Sie Ihr Suchwort? Montessori-Schule; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Judaismus; Jew; Jude; Jüdin; Juden; International school; Internationale Schule; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Selbstkonzept; Principal; Schulleiter; Lehrerverhalten; Elternverhalten; Cultural identity; Kulturelle Identität; Well-being; Wellness; Wohlbefinden; Bildungsphilosophie; Erziehungsphilosophie; Immigrant; Immigrantin; Immigranten; History of education; Bildungsgeschichte
Abstract	The aim of the research is to investigate a Montessori pedagogic approach, enabling a Jewish school to be part of the Chinese international-school system, while fostering Jewish identity. We conducted semistructured interviews with principals (2), teachers (8), parents (12), and students (10) and recorded class observations (8) over two visits. The analysis employed a grounded theory approach using a constant comparative method. The main result was that Montessori principles enabled the school to foster a strong particularistic Jewish identity for this situational minority while also developing a broad understanding of the host (Chinese) culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01