Abstract
This dissertation contributes to educational ethnographic knowledge by examining an underexplored phenomenon: the ethnography of global connections with respect to an educational approach, in this case Waldorf education. Focusing on the emergence of Waldorf education in the Philippines, it uses an ethnographic case study to trace how this educational approach "travels" and is reconstituted in a new local setting. The study especially investigates the extent to which Waldorf education can be made locally meaningful, and where frictions arise in that process.
Keywords: Waldorf education, ethnographic case study, globalization