Applying Montessori principles in China: the impact of being a situational minority in a particularistic Jewish heritage school

Zehavit Gross, Suzanne Dorothy Rutland

Research output: Contribution to journalArticle

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
JournalJewish Education
Volume85
Issue number1
StatePublished - 2013

RAMBI Publications

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

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