Abstract

Children from Mayan communities in Yucatan live in a setting of social inequity and educational performance gap. These conditions prevent them from having access to educational opportunities in their early years. This research is proposed as a response for the educational needs of preschool Mayan children. It is currently taking place in Canicab, a Mayan rural town in Mexico. Critical educational ethnography was chosen as the methodology to record the implementation process of a culture-adapted version of the Montessori Method. It is the first implementation of the Method with adaptations for a Mayan culture environment. The information gathered this way will allow the analysis of the implementation’s effects on Mayan children’s personal habits, learnings, and social relationships.

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0167
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada