Social Justice and Montessori Notes from the IMC Teacher Education Committee
The work of social justice and the transformation of society is part of the Montessori legacy. Dr. Montessori was nominated for the Nobel Peace Prize three times for her humanitarian work and her advocacy for a more peaceful world. This year especially, the inequities resulting from racism in general and in education, in particular, have been thrown into sharp relief. Now it is our time to carry on that work and do our part to end systemic racism, especially related to education. After all, the children are our best hope and promise for a better and more just future.
The IMC Teacher Education Committee (TEC) recognizes that Montessori Teacher Education must
adapt and assure the next generation of Montessori teachers are prepared to address the needs of our time. Several TEC members meet weekly with other members of the IMC Social Justice Task Group for Teacher Education. This task group aims to identify teacher education programs’ opportunities to integrate anti-bias and social justice policies, practices, and topics more consciously into Montessori teacher credentialing and professional development courses.
The task group is currently reviewing the IMC Teacher Education Standards and noting changes and
additions to present to the IMC Board of Directors for approval. Suggestions for faculty policies include programs be required to demonstrate evidence of supporting anti-racist attitudes and behaviors in their work with adult learners and what they are teaching. The group has also discussed requiring programs to provide professional development for faculty related to anti-bias, social justice, and culturally responsive curriculum.
Carefully examining IMC course content requirements for each level, the group finds many opportu-
nities to bring invaluable topics to promote social justice. In Montessori philosophy, for example, where the requirements already include the teacher’s spiritual preparation, the task group suggests expanding this work to have a specific focus on developing self-study practices that will lead to recognition of implicit bias. Similarly, a suggestion is to add a Classroom Leadership requirement that adult learners demonstrate ethnic, racial, and economic sensitivity in working with children, parents, and colleagues.
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©MONTESSORI LEADERSHIP | WWW.MONTESSORI.ORG/IMC | VOLUME 22 ISSUE 4 • 2020
