Scaling Equitable Learning Environments Through Professional Development, Challenges, and Opportunities: A Waldorf Case Study

• In Event: Harnessing Waldorf to Construct Educational Possibilities: Challenges and Opportunities

Abstract

Purpose
This study examines how The Association of Waldorf Schools of North America (AWSNA), whose mission since its 1968 founding is to “strengthen and nurture Waldorf education and to advance Waldorf principles worldwide” (AWSNA, 2023a), has worked over the past three years to dismantle the risk of scaling bigotry and blind spots in its collective efforts to scale Waldorf education. The focus is on AWSNA’s approach and progress in dismantling bigotry and blind spots in the three years, beginning in the school year 2020-2021. Briefly, the efforts included an articulated “Statement of Equity and Racial Justice” (AWSNA, 2023b), and a multi-year action plan of pedagogical forums to indicate what of Rudolf Steiner’s teachings are to be reimagined and what new pedagogical content and practices will support learning shaped by current context of students and teachers. This examination analyzes how this institution sought to leverage its position as network center and convener to create space where participating Waldorf teachers could together form new identities such as ‘antiracist Waldorf educators’ and to offer space where such innovation in self-definition could be linked to previously held ideas, and at the same time impact re-formed practice. Anchored in an examination of its Monthly Diversity, Equity and Inclusion Series, its challenges, opportunities, and lessons learned, this study sheds critical light on opportunities, challenges, and lessons learned relevant to the broader study and practice of scaling Equitable Learning Environments.

Theoretical framework
The work presented here draws on the theoretical perspective designed by Coburn, Higgs & Morel to examine “equitable learning environments and scale for “consideration of the learning sciences” (April 15, 2023).

Methods
The approach is mixed method (Creswell and Plano Clark, 2017) and employing an organizational case study (see Yin, 2003) of AWSNA.

Data Sources
Data sources include video and audio tapings of the AWSNA DEI Monthly Series, teacher and staff interviews, and participant-teacher survey data.

Results
Preliminary data suggest the import of the organization, AWSNA, as providing the movement infrastructure to fostering cultural conditions for change, confirming indications from Carnow & Jurow (2021) & Morris (1981), when serving as convener of the Monthly DEI series. This infrastructure also provided space for an anti-racist identity movement, key to providing space for the creation of a new identity (e.g. antiracist educator), confirming Rao & Donaldson (2015), affecting changes in practice. The study suggests creating space that provides inspiration is in need of further research as the data suggest its unique power in nurturing meaningful growth of the teacher’s self-identity and commitment to change in practice.

Scholarly Significance of the Study
The study surfaces a singular set of findings drawing from the oldest school reform effort in scaling Equitable Learning Conditions and lifts the curtain on key areas for further research in this critical domain.

Authors

• Melanie Reiser, Association of Waldorf Schools of North America

• Ida Oberman, Alanus University of Arts and Social Sciences