The continued relevance of a Montessori education in today's society: An auto-ethnographic study

This qualitative auto-ethnographic study is based on my personal and professional experiences related to Montessori education. In this study I examine my own perceptions about the relevance of Montessori education to the ever-changing needs of society through my lens as both a Montessori teacher and a parent of Montessori-educated children. I explore the history of the Montessori philosophy, culture, and teaching in order to highlight aspects of the Montessori approach that appeal to a wide range of cultures. For my methodology, I employ auto-ethnography, and for my method, self-interview, which involves the disclosure of my personal experiences, beliefs, and feelings. The self-interviews and narration of experience, coupled with extended reflections across my study, are useful for giving the reader an inside view of the Montessori culture from a teacher's perspective and provide a better understanding of why parents choose a Montessori education for their children. Through a few themes: child development, learning environment, Montessori curriculum, as well as Montessori and society, I provide an outline for my study and context for further consideration. Based on my perceptions as teacher and parent, Montessori education continues to be relevant, viable, and growing with the help of Montessori educators and parents working together toward the common goal of preparing children for the future.