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

Zehavit Gross, Suzanne D. Rutland

Research output: Contribution to journalArticlepeer-review

3 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 languageEnglish
Pages (from-to)27-52
Number of pages26
JournalJournal of Jewish Education
Volume85
Issue number1
DOIs
StatePublished - 2 Jan 2019

Bibliographical note

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

Keywords

  • China
  • Diaspora
  • Montessori
  • situational minority
  • transnationalism

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