Open AccessProving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience
Author(s) -
Olivia Christensen
Publication year - 2016
Publication title -
journal of montessori research
Language(s) - English
Resource type - Journals
ISSN - 2378-3923
DOI - 10.17161/jomr.v2i2.5067
Subject(s) - identity (music) , pedagogy , psychology , montessori method , face (sociological concept) , lived experience , developmental psychology , sociology , early childhood education , psychoanalysis , social science , physics , acoustics
This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.