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

Zehavit Gross; Suzanne D. Rutland

doi:10.1080/15244113.2019.1559433

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

Zehavit Gross, Suzanne D. Rutland

University of Sydney

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

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.

Original language	English
Pages (from-to)	27-52
Number of pages	26
Journal	Journal of Jewish Education
Volume	85
Issue number	1
DOIs	https://doi.org/10.1080/15244113.2019.1559433
State	Published - 2 Jan 2019

Bibliographical note

Publisher Copyright:
© 2019, © 2019 Network for Research in Jewish Education.

Funding

This research was sponsored by the Pratt Foundation, Melbourne, Australia.

Funders	Funder number
Pratt Foundation

Keywords

China
Diaspora
Montessori
situational minority
transnationalism

RAMBI Publications

RAMBI Publications
Jews -- Education -- China
Jews -- China -- Beijing
Jews -- China -- Identity
Montessori method of education

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10.1080/15244113.2019.1559433

Cite this

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

Abstract

Bibliographical note

Funding

Keywords

RAMBI Publications

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