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The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education

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journal contribution
posted on 11.03.2022, 09:56 authored by Kate Attfield
Rudolf Steiner’s international Waldorf education is comparatively under-researched for a hundred-year-old education movement which thrives globally. What is further unknown in academic educational circles is the specific study of the “feeling-life”, the middle period of childhood in Waldorf education, of children aged seven through fourteen. This article assesses the holistic nature of the Waldorf grade school, and its child-centered, creative pedagogy. Using work by Lani Florian and colleagues, the article scrutinizes the extent to which Waldorf education is able and well-suited to accommodate all learner types. Fifteen Waldorf teaching advisors and teacher trainers from the US, the UK and Germany were invited to assess the inclusive outlook of their Waldorf grade school. The findings show internationally and inter-regionally diverse and contrasting practices; a route informed by inclusive pedagogy sustains child development and leads to young citizenship. Recommendations are of productive collaboration between schools’ networks and for Waldorf educational studies to forge connections with the wider educational academic sphere, and to share their application of creativity and restorative and inclusive practices.

History

Published in

Journal of Curriculum and Pedagogy

Publisher

Taylor & Francis

Version

VoR (Version of Record)

Citation

Kate Attfield (2022) The “feeling-life” journey of the grade school child: An investigation into inclusive young citizenship in international Waldorf education, Journal of Curriculum and Pedagogy, DOI: 10.1080/15505170.2022.2034682

Print ISSN

1550-5170

Electronic ISSN

2156-8154

Cardiff Met Affiliation

  • Cardiff School of Education and Social Policy

Cardiff Met Authors

Kate Attfield

Copyright Holder

© The Authors

Language

en

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