An Inquiry into Waldorf Teachers‘ Localization of the Curriculum: Practice, Reflection, and Dialogue

Abstract

This article is a collaborative inquiry into teaching practices conducted by four university academics and seven experienced Waldorf teachers. The aim was to develop dialogue and reflection on the localized practice of the Waldorf curriculum in Taiwan. The theory informing this research uses a rhizomatic metaphor of educational dissemination. This emphasizes that as an international movement with a common source and shared educational principles, Waldorf education can also grow in the form of localized pedagogical practices and curriculum, by drawing on the rich local cultural heritage and teacher artistry leading to new understandings. The project used the model of a layered curriculum. The individual projects were analyzed using Biesta’s model of the three generic functions of schooling, socialization, qualification and subjectification. Whilst the outcomes of the project were important locally, the approach recommends itself internationally, including in Europe.