Abstract
This article presents a collaborative inquiry into teaching practices conducted by four university academics and seven experienced Waldorf teachers. The aim of the project was to foster dialogue and reflective practice concerning the localization of the Waldorf curriculum in Taiwan. The theoretical framework draws on a rhizomatic metaphor of educational dissemination, emphasizing that Waldorf education, as an international movement with shared principles, can also develop through locally grounded pedagogical practices shaped by cultural heritage and teacher artistry.
The study employed a layered curriculum model, and the individual projects were analyzed using Biesta’s framework of the three core functions of schooling: socialization, qualification, and subjectification. While the outcomes were particularly significant in the local Taiwanese context, the approach demonstrates clear potential for application in other international contexts, including Europe.
Keywords: Steiner/Waldorf education, global and local elements, practitioner research