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Transforming the Transformation: A Post-intentional Phenomenological Exploration of Montessori Teachers Engaging in Anti-bias and Anti-racist Teacher Self-Reflection
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Transforming the Transformation: A Post-intentional Phenomenological Exploration of Montessori Teachers Engaging in Anti-bias and Anti-racist Teacher Self-Reflection. |
| 개인저자 | Christensen, Olivia Taylor. |
| 단체저자명 | University of Minnesota. Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: University of Minnesota., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 204 p. |
| 기본자료 저록 | Dissertation Abstracts International 80-01A(E). Dissertation Abstract International |
| ISBN | 9780438351615 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Adviser: Mark D. Vagle. |
| 요약 | Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a |
| 요약 | This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to imp |
| 요약 | Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenologi |
| 요약 | Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge th |
| 일반주제명 | Elementary education. Educational psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
