Montessori Education in the Ngaanyatjarra Lands.

This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research. The education of Aboriginal students has been a major topic of discussion in Australia for decades. When commencing school, Ngaanyatjarra children are disadvantaged by current teaching and learning practices (Department of the Prime Minister and Cabinet [DPMC], 2016). Current data confirm that education targets set by DPMC were not achieved by the date. These targets refer to infancy and childhood, early childhood education, employment, economic development, healthy lives, and safe and strong communities (DPMC, 2016). One possible reason for not achieving the targets may be that education programs in remote Australia do not culturally align with traditional Aboriginal cultural values related to child-rearing techniques. Specifically, regarding very remote Australia, Osborne (2013) wrote: Western philosophies that underpin mainstream Australian society and the broader education system are at odds with the axiologies, epistemologies, ontologies and cosmologies of Aboriginal and Torres Strait Islanders, particularly in the red dirt contexts of very remote communities. (p. 5) My involvement in education in remote communities has prompted this study into the effectiveness of the Montessori approach, an alternative method of education that shows promising evidence of being more harmonious with Indigenous culture, beliefs, and pedagogy. Significance and Motivation The study endeavors to describe the effect of Montessori pedagogy through the response of those most closely associated with Aboriginal education: Aboriginal students and the education professionals who JoMR Fall 2018 MONTESSORI EDUCATION IN THE NGAANYATJARRA LANDS Volume 4 (2) 34 work with them. The motivation for this research stems from the researcher’s personal interest and involvement in remote Aboriginal education. The researcher first became interested in remote Aboriginal education when she worked in Kiwirrkura Remote Community (RC), Western Australia, between 2010 and 2012. During my time in Kiwirrkura RC, I came to the belief that the system-mandated method of education being used did not support intercultural practices. I am aware of intercultural and multilingual literature, which could be developed in a subsequent publication. Through conversations with colleagues and by researching alternative methods of education, I realized that Montessori pedagogy may provide a method of education that success in either Western or Indigenous culture. This study was undertaken to provide evidence-based research in Montessori pedagogy within a remote Aboriginal Early Childhood program.