De-colonizing your curriculum - some tips for auditing
The Black Lives Matter movement has given us much to think about, as have Covid-19, Fridays for Future, #Me Too, 9/11, the digital age and…
Engaging (or not) with community
Neil Boland suggests that we scrutinize time, place and community. Does everyone experience a sense of belonging within the school? Which communities…
Waldorf: An education of its time?
To what degree is Waldorf education of its time? Is it contemporary? These questions are put forward by Neil Boland, senior lecturer at Auckland…
Possibilities for the Development of New Waldorf Festivals
To conclude her research on the development of new festivals in Kusi Kawsay, Peru and Nairobi Waldorf School, the author Vera Hoffmann summarizes in…
Between Glittery Façades and the Largest African Slum
In the third part of Vera Hoffmann's series on festivals at Waldorf schools she describes some examples from Kenya. Vera has investigated the latest…
Between Coca and Noodles
This is the second part of an article about the creation of festivals at Waldorf schools. Here, the author refers to an example from Peru. In an…
A Sense of Place within the Waldorf Curriculum
Provocative. Critical. That's how this article wants to be. As the reach of Waldorf grows, Neil Boland asks if the time has come to 'decolonise'…
On the Back of the Turtle. Culture and Waldorf Education
The Waldorf movement is becoming more and more international. There are already more than a thousand schools and eighteen hundred kindergartens in…
Waldorf education: a continuous cycle of renewal
For many people the Waldorf Curriculum (whatever they understand by this term) is integral to the definition of Waldorf education. They think a school…
Creation of new Waldorf festivals based on local conditions
As a multiculturally interested Waldorf class teacher, it was my wish to contribute with a master's thesis at the RSUC Oslo to the interculturalism of…