Year 2022 — Volume 16 — Issue 31

A Curricular Framework for Traversing into the Valley of Vocation
Pages: 1-13

This article introduces a U-shaped curricular framework for people to traverse into the valley of vocation. In addition, I present three educational orientations related to life and work and discuss the relationship between one’s work and the larger whole of life. The framework and the discussion are useful to support alternative education’s aspiration to unfold the potential of the whole self over the whole of life, as well as my personal vision for people to become more fully who they uniquely already are to mend a specific ache in the everyday world.


Learning at Home: Exploring the Benefits of Homeschooling in Pakistan
Pages: 14-47

Homeschooling is a form of experiential learning which is fast picking momentum worldwide as an alternative educational choice driven by motivations unique to each family. No matter what the motivation, the end is to make learning more meaningful and value laden. Subject to much controversy by critics, especially in the realm of socialization, identity formation and academic performance, it is thought of as a bold and deviant ideology by mainstream society. Guided with a phenomenological approach, through in-depth interviews which were analyzed qualitatively, this exploratory study explores the benefits of homeschooling as experienced by six families from Karachi who decided to pull out their children from elite private schools to homeschool them due to dissatisfaction with the given schools. Findings revealed that the most conspicuous benefits derived from homeschooling were strengthened familial bonds, better socialization, improved academic learning, better social and moral instruction, and increased opportunities for self-discovery apart from other aggregate benefits.


Culturally Sustaining Practices in Public Montessori Schools: A Landscape of the Literature
Pages: 48-68

This literature review provides a broad examination of the importance of culturally sustaining practices in public Montessori schools. For the purpose of this paper, culturally sustaining practices refers to any pedagogical practice or framework that prioritizes the racial and social identities of children of color, and/or the work that educators must do to strengthen these culturally sustaining practices. Culturally sustaining practices include but are not limited to Culturally Sustaining Pedagogy, which Paris (2012) adapted from Ladson-Billings’ (1995) Culturally Responsive Pedagogy. Specifically examining the experiences that children of color experience in public Montessori education in the U.S., the author proposes that culturally sustaining practices combined with the Montessori method will lead to more humanizing and uplifting school experiences for Montessori families and educators. The research questions guiding the review are: (1) How does public Montessori education intersect with racial justice, social justice, and CSP, specifically as it serves children of color? (2) What is the internal work required of adults who want to employ CSP in their practice with children? The themes that arose from the literature were: the racial and economic challenges facing public Montessori in the U.S.; the varied experiences of Montessori students of color; the need for more social justice and culturally sustaining practices; and the aspects of culturally sustaining practices already existing in Montessori. The paper ends with recommendations for schools and Montessori teacher preparation.