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Steiner Education Australia

    • Home
    • Steiner Education
      • About Steiner Education
      • About Rudolf Steiner and the growth of the Steiner/Waldorf education movement
      • Reconciliation
      • Market Research
      • About Steiner Education Australia
      • Frequently Asked Questions
    • Curriculum
      • Curriculum Structure
      • Educational Foundations
      • Primary
      • High School
      • Home Schooling Curriculum
      • Government Recognition
    • Teacher Ed
    • News & Events
      • Teachers’ Conference 2021
        • Call for Papers
        • Presenters
        • Program
        • Registration
        • Venue
        • Sponsors
      • Latest News
      • Events & Conferences
      • School Events
      • Annual Newsletters
    • Resources
      • Curriculum Resources
      • Parent Resources
      • Research
      • Professional Learning
      • Supplies
      • Links
      • Search The Site
    • Members
      • Member Schools
      • Associate Members
      • Member Services
      • Professional Partners
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      • Positions Vacant

Research

  • Bibliography of Australian Steiner Education Research 2018

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    Steiner Education Academic Research (Australian Research up to October 2018. NZ included 2008 to November 2018)

    2. APPENDIX A – Gidley Bibliog 15.12.18 3. APPENDIX B – Raw Project Data 14 Dec 2018

    3. APPENDIX B – Raw Project Data 14 Dec 2018

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  • Waldorf Resources

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    This page is created by the Pedagogical Section at the Goetheanum on behalf of the International Forum for Steiner/Waldorf Education. We are dedicated to supporting Steiner Waldorf Teachers worldwide by providing the best possible resources and articles. 

     Children and teenagers are the reason why there are nurseries, playgroups, kindergartens and schools in the world. The young generation is the true principal for all those who care for our children’s wellbeing. With this website we want to support all those who are connected to this task.

    In the categories Foundation, Early Childhood, Teaching Practice, Self Development and School Management you will find collections of articles focusing on various aspects of preparation. How can a school lesson or a sequence of activities for the kindergarten be prepared? What is important for very young children? How may a parents’ evening be planned and what are the preconditions for cooperative school management?

    This website focuses on the conditions needed to plan and implement learning opportunities in schools, kindergartens and wherever children and teenagers are being cared for. We also address questions connected to personal and professional self development.

    The Forums enable, support and encourage the worldwide exchange of ideas and concerns among teachers.

     A list of international conferences, adult education courses and more is available in the category Events. Please do not hesitate to contact us with information about any other event you would like to publish here.

    Dear practicing teachers and educators at Waldorf Steiner Schools worldwide: Your cooperation is invaluable to keep this site alive and stimulating. 

    Please contact the editor with your suggestions, ideas and contributions: info(at)waldorf-resources.org

     

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  • Intellect, dream and action: Story-telling in Steiner schools in New Zealand and the embedding of Indigenous narrative knowledge in education

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    This paper argues that the historic mode of expression for Indigenous knowledge has been essentially visionary and mythic, often grounded in oral traditions of great antiquity. Essentially, communication of this knowledge has had a poetic ‘supernormal’ character, employing imagery that can be interpreted on many levels. The danger of superficially rendering ancient cultural forms of knowledge to fit with Western ‘scientific’ understanding is discussed, particularly the risk of divorcing such knowledge from the original, primal, imaginative source in which it is situated. Appreciation of this is necessary if Indigenous knowledge is to be effectively and sustainably embedded in education. The paper explores the educational significance of oral story-telling as a medium through which such knowledge can be articulated but also renewed and further developed, using the concept of Te Whāriki in New Zealand Schools as a model of culturally-inclusive, narrative-rich educational practice within the New Zealand national school system. A fruitful link is drawn between the oral traditions of holistic-wisdom knowledge of Indigenous people and the creative activity of oral story-telling in schools, encouraging an integrated approach to Indigenous knowledge in education that integrates intellect with emotional and practical intelligence.

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  • Looking Afresh

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  • From Crisis to Confidence: The Development of Social and Emotional Education in Australia

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  • The Arts and Australian Education: Realising potential

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  • Turning Tides: Creating Dialogue between Rudolf Steiner and 21st Century Academic Discourses

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  • Should Educators be ‘Wrapping School Playgrounds in Cotton Wool’ to Encourage Physical Activity? Exploring Primary and Secondary Students’ Voices from the School Playground

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