Abstract
Street children appear to be free souls that are not formed by the society and striving for somebody and some educational method that responds to their needs. Being not formed by the society makes all the traditional methods not relevant to them as they experienced a level of «freedom» (or a lack of socialisation) that they are unwilling to respond to external forms such as formal education provides. Waldorf pedagogy has a very high potential to relate more to them addressing their souls together with their physical bodies and intellects. In this research, the problems of education in Egypt are studied together with how it contributes to the existence of the street children phenomenon on top of the socio-economic factors. Waldorf pedagogy is introduced in how it offers a different approach of focusing on healing processes and enabling children to become caring and have initiatives in addition to the successful application of Waldorf pedagogy in emergency education. A theory and a method have been developed to show how Waldorf education values and activities can contribute to the inclusion of street children. A pilot project is done in Cairo for experiencing some of the activities with street children, results of the project are analysed and concluded for future improvement.
Keywords: Waldorf / Steiner education, emergency education, inclusion, street children, Egypt