Reclaiming educational traditions through Montessori and indigenous African teaching methods: Teach for Senegal pilot findings

• In Event: Cultural relevance in early education: practical strategies for community engagement and innovation

Proposal

Background and Context: For centuries, African communities have relied on diverse teaching methods that fostered strong cultural identities and practical skills. However, the imposition of Western education systems has led to a loss of these indigenous practices, particularly in rural areas like Northern Senegal. Teach For Senegal’s program is designed to reclaim these educational traditions by combining the holistic principles of Montessori education with indigenous African teaching methods. Both pedagogies emphasize hands-on learning, child-led exploration, and strong community involvement, with elders, parents, and other community members acting as key educators.

The program targets underserved rural communities, where educational access is limited, and local languages and cultural practices are often excluded from the formal education system. This exclusion leads to low engagement and limited success in traditional academic environments. To bridge this gap, Teach For Senegal developed a fellowship program to train local leaders to become Montessori guides and integrate community knowledge and values into the classroom.

Research Questions: The research behind Teach For Senegal’s initiative aims to understand how culturally relevant early childhood education can improve learning outcomes and community engagement. Through qualitative research, the following questions are being explored:
• How can Montessori methods be adapted to local contexts to create culturally responsive early childhood education programs?
• What role do community leaders and traditional practices play in fostering educational engagement and success?
• How do locally trained educators using community-based learning approaches impact children’s social, emotional, and academic development?
• What are the most effective strategies for creating long-term sustainability and local ownership in rural education programs?

Methodology: The research draws on data collected through interviews, focus groups, and participant observation in 10 rural communities in Northern Senegal. Teachers, community leaders, parents, and students provided insights into how the integration of local languages, traditions, and Montessori principles affects children’s learning experiences. The study also examines student outcomes in literacy, numeracy, and social-emotional skills.

Findings and Application: Early results indicate that children in classrooms that incorporate Montessori principles and community-based learning show significant improvements in school readiness and engagement. The use of local languages and culturally relevant materials allows children to connect more deeply with their learning environment. Additionally, strong community involvement, including input from elders and parents, fosters a sense of ownership and trust in the education system.

Teach For Senegal’s fellows have successfully adapted Montessori materials to local contexts, using affordable, locally sourced resources. This approach has created a scalable model for early childhood education that can be expanded to other regions.

This presentation will discuss the program’s methodology, findings, and implications for scaling community-based early childhood education. The research highlights the potential of integrating Montessori methods with indigenous African teaching practices to create an inclusive and effective education system in Senegal. The presentation will also outline future steps for expanding the program and ensuring its sustainability across the country.

Author

• Raby Gueye, Teach For Senegal