Abstract
This study examines empowerment as a communicative process among teachers and students at a Midwestern Montessori school. The Montessori method, developed by Maria Montessori in the early twentieth century, is attentive to the tension individuals experience as they attempt to balance their individual freedom with the good of their community. This educational philosophy suggests that empowerment occurs on a systems level as teachers and students learn to manage this tension. Through longitudinal research, I explored the praxis of empowerment in the organizational context of three Montessori classrooms. My analysis of field notes and transcribed interviews yielded three specific areas in which I observed the praxis of empowerment: the nature of the environment, the management of discipline, and the social construction of learning.
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