Our school is currently facilitating a survey to gain insight into each individual's experience of OWS's community and learning climate, most specifically how we are doing relative to belonging, diversity, cultural awareness and action, and in creating a positive and inclusive school climate. The survey is facilitated through a professional research group, Panorama Education, and supported by the Association of Waldorf School of North America as part of a continental-wide aim to support schools in the advancement of equity and inclusion. The data analysis will lead to the creation of an impact and action plan.
OWS - DEI Statement of Intent
(DEI = Diversity Equity and Inclusion)
“If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us walk together...” Lilla Watson, Australian Aboriginal Elder, Activist, Educator
The Olympia Waldorf School is committed to creating a learning environment in which all people are seen, heard, valued, and honored. We strive for fair and equitable ground, united by compassion for our common humanity, as we seek to recognize and celebrate our diverse ways of being. All cultures, races and ethnicities, sexual orientations, gender identities, religions and spiritual practices, bodies, and learning styles are welcomed within our school community. At OWS, we value clear, open, direct and respectful communications in all aspects of our work. Educators and parents are to be leaders in modeling healthy, professional and transparent communications.
Waldorf schools are committed to developing the human potential of each child to its fullest. We acknowledge and actively work to right the wrongs of conscious and unconscious bias, privilege, and oppression. Aware of our responsibility to promote civility and encourage the study and practice of diversity, equity, inclusion and justice, we ask the following questions:
As we move into the future, we take a stand for change that includes examining the divisions and boundaries that divide or enrich us for the purpose of manifesting our commitment to the children and families we serve and thereby the larger community.
Waldorf education espouses principles of respect for human dignity. We recognize that there exist anthroposophical writings, including some by Rudolf Steiner, that reflect discriminatory ideas. We specifically reject such statements as inconsistent with the basis of Waldorf education; they will not inform practices at our school.
To clearly show our commitment to inclusion of all cultures within our school, and to provide measurable accomplishment toward our goal, we will work to acquire and practice knowledge, training, and skills in the following categories:
1) Terminology — A shared understanding of the terms within the anti-bias (1) and social justice (2) movements
2) Policies and Practices — Policies that define and require all stakeholders to uphold individual rights as well as practices that renew teaching, interpersonal and community relationships.
3) Informed Historical Perspective — Actively working to present accurate facts, discern bias, oppression, and social injustice within societal norms, media, and commonly taught historical tropes. We are committed to understanding and presenting perspectives on how diverse groups experienced life throughout history.
4) Trauma Awareness — Knowledge of and sensitivity towards varying human experience; obtaining skill-sets in order to protect and educate community members from historical, social, or personal re-traumatization or additional suffering.
5) Curriculum — Curriculum that is re-examined and expanded to include the diverse perspectives and cultures of all people, including the students we serve
a) Waldorf Pedagogy - Studying the principles for Waldorf Schools as put forth by AWSNA (3)
6) Facilities — Facility design and architecture that considers, supports, and acknowledges all persons
7) Committee work — Formation of a committee to explore social justice needs within our school, as well as inform work between committees on all aspects of diversity, equity and inclusion
8) Access for Under-recognized Groups — Plan to make the path to our educational offerings, our leadership opportunities, and our community offerings accessible and equitable to all who want to receive them
9) Self-Care and School-Care — Acknowledge, commit to, and continue routine practices of self-care, care for each other, and care for our community in the form of sanctioned down time, supportive trainings, celebration, sharing food, and other regenerative and transformative activities that stoke our internal and external power
10) Community Partnerships and Outreach — Partnerships that grow awareness and connection to our community within the context of social renewal (4)
11) Recognition — We will come to recognize that the work of social change often falls disproportionately on those who experience social injustice, and pledge to understand, walk beside, and become informed partners on behalf of each other.
Footnotes:
1 Anti-bias education is an approach to teaching and learning designed to increase understanding of differences and their value to a respectful and civil society and to actively acknowledge and challenge bias, stereotyping and all forms of discrimination in schools and communities. ( https://www.adl.org/ )
2 Social Justice - the way in which human right are manifested in the everyday lives of people at every level of society, individually, interpersonally, within institutions and otherwise.
3 https://www.waldorfeducation.org/waldorf-education/in-our-schools/awsna-principles-for-waldorf-schools
4 Social renewal - an ideology put forth by Rudolf Steiner that supports the progressive independence and conscientious balancing of society's economic, political and cultural institutions.
“If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us walk together...” Lilla Watson, Australian Aboriginal Elder, Activist, Educator
The Olympia Waldorf School is committed to creating a learning environment in which all people are seen, heard, valued, and honored. We strive for fair and equitable ground, united by compassion for our common humanity, as we seek to recognize and celebrate our diverse ways of being. All cultures, races and ethnicities, sexual orientations, gender identities, religions and spiritual practices, bodies, and learning styles are welcomed within our school community. At OWS, we value clear, open, direct and respectful communications in all aspects of our work. Educators and parents are to be leaders in modeling healthy, professional and transparent communications.
Waldorf schools are committed to developing the human potential of each child to its fullest. We acknowledge and actively work to right the wrongs of conscious and unconscious bias, privilege, and oppression. Aware of our responsibility to promote civility and encourage the study and practice of diversity, equity, inclusion and justice, we ask the following questions:
- What is systemic, societal unfairness?
- Who, where, when, and how has it affected us and those around us?
- How do we identify unfairness and oppression in our policies, our school culture, and within ourselves?
- How do we identify?
- What oppression have we experienced?
- What privilege have we experienced?
- What steps can we take to equalize the distribution of power, to advocate for ourselves or others?
As we move into the future, we take a stand for change that includes examining the divisions and boundaries that divide or enrich us for the purpose of manifesting our commitment to the children and families we serve and thereby the larger community.
Waldorf education espouses principles of respect for human dignity. We recognize that there exist anthroposophical writings, including some by Rudolf Steiner, that reflect discriminatory ideas. We specifically reject such statements as inconsistent with the basis of Waldorf education; they will not inform practices at our school.
To clearly show our commitment to inclusion of all cultures within our school, and to provide measurable accomplishment toward our goal, we will work to acquire and practice knowledge, training, and skills in the following categories:
1) Terminology — A shared understanding of the terms within the anti-bias (1) and social justice (2) movements
2) Policies and Practices — Policies that define and require all stakeholders to uphold individual rights as well as practices that renew teaching, interpersonal and community relationships.
3) Informed Historical Perspective — Actively working to present accurate facts, discern bias, oppression, and social injustice within societal norms, media, and commonly taught historical tropes. We are committed to understanding and presenting perspectives on how diverse groups experienced life throughout history.
4) Trauma Awareness — Knowledge of and sensitivity towards varying human experience; obtaining skill-sets in order to protect and educate community members from historical, social, or personal re-traumatization or additional suffering.
5) Curriculum — Curriculum that is re-examined and expanded to include the diverse perspectives and cultures of all people, including the students we serve
a) Waldorf Pedagogy - Studying the principles for Waldorf Schools as put forth by AWSNA (3)
6) Facilities — Facility design and architecture that considers, supports, and acknowledges all persons
7) Committee work — Formation of a committee to explore social justice needs within our school, as well as inform work between committees on all aspects of diversity, equity and inclusion
8) Access for Under-recognized Groups — Plan to make the path to our educational offerings, our leadership opportunities, and our community offerings accessible and equitable to all who want to receive them
9) Self-Care and School-Care — Acknowledge, commit to, and continue routine practices of self-care, care for each other, and care for our community in the form of sanctioned down time, supportive trainings, celebration, sharing food, and other regenerative and transformative activities that stoke our internal and external power
10) Community Partnerships and Outreach — Partnerships that grow awareness and connection to our community within the context of social renewal (4)
11) Recognition — We will come to recognize that the work of social change often falls disproportionately on those who experience social injustice, and pledge to understand, walk beside, and become informed partners on behalf of each other.
Footnotes:
1 Anti-bias education is an approach to teaching and learning designed to increase understanding of differences and their value to a respectful and civil society and to actively acknowledge and challenge bias, stereotyping and all forms of discrimination in schools and communities. ( https://www.adl.org/ )
2 Social Justice - the way in which human right are manifested in the everyday lives of people at every level of society, individually, interpersonally, within institutions and otherwise.
3 https://www.waldorfeducation.org/waldorf-education/in-our-schools/awsna-principles-for-waldorf-schools
4 Social renewal - an ideology put forth by Rudolf Steiner that supports the progressive independence and conscientious balancing of society's economic, political and cultural institutions.
AWSNA STATEMENT FOR DIVERSITY
Waldorf education espouses principles of respect for human dignity and recognizes that diversity, inclusivity and equity is a journey of both moral and educational importance.
We, the Association of Waldorf Schools of North America, recognize the history and ongoing impact of racism on our continent and in our institutions and we hold the dignity of life and the human being at the center of our work. Any speculations made by Rudolf Steiner that are in contradiction to this principle are not the basis for Waldorf education and we unequivocally denounce such statements.
We acknowledge that we have room to grow as an association and as individuals in our understanding of oppression and social justice. We strive to make equity and inclusion central; when we do, we get closer to the world that we want for our youth.
We, the Association of Waldorf Schools of North America, recognize the history and ongoing impact of racism on our continent and in our institutions and we hold the dignity of life and the human being at the center of our work. Any speculations made by Rudolf Steiner that are in contradiction to this principle are not the basis for Waldorf education and we unequivocally denounce such statements.
We acknowledge that we have room to grow as an association and as individuals in our understanding of oppression and social justice. We strive to make equity and inclusion central; when we do, we get closer to the world that we want for our youth.
AWSNA Diversity Statement
Waldorf schools are independent schools, which are designed to educate all children, regardless of their cultural or religious backgrounds. The pedagogical method is comprehensive, and, as part of its task, seeks to bring recognition and understanding to any world culture or religion. The Waldorf School, founded in 1919 by Rudolf Steiner, is not part of any church.
Waldorf schools are committed to developing the human potential of each child to its fullest. Admission to the schools is open to everyone, without regard to race, sex, creed, religion, national origin, or ethnicity. In company with many other tuition-based independent schools, Waldorf schools are actively seeking ways to increase the economic and ethnic diversity of their student populations.
It is a fundamental goal of our education to bring students to an understanding and experience of the common humanity of all the world’s peoples, transcending the stereotypes, prejudices, and divisive barriers of classification by sex, race and nationality. We most emphatically reject racism in all its forms, and embrace the principles of common humanity expressed by the founder of Waldorf education, Rudolf Steiner: “[We] must cast aside the division into races. [We] must seek to unite people of all races and nations, and to bridge the divisions and differences between various groups of people. “
Olympia Waldorf School does not discriminate on the basis of race, color, national or ethnic origin, religion, disabilities, sexual orientation, gender, (including gender expression or identity) or economic status in the administration of its admissions and academic policies.
Waldorf schools are committed to developing the human potential of each child to its fullest. Admission to the schools is open to everyone, without regard to race, sex, creed, religion, national origin, or ethnicity. In company with many other tuition-based independent schools, Waldorf schools are actively seeking ways to increase the economic and ethnic diversity of their student populations.
It is a fundamental goal of our education to bring students to an understanding and experience of the common humanity of all the world’s peoples, transcending the stereotypes, prejudices, and divisive barriers of classification by sex, race and nationality. We most emphatically reject racism in all its forms, and embrace the principles of common humanity expressed by the founder of Waldorf education, Rudolf Steiner: “[We] must cast aside the division into races. [We] must seek to unite people of all races and nations, and to bridge the divisions and differences between various groups of people. “
Olympia Waldorf School does not discriminate on the basis of race, color, national or ethnic origin, religion, disabilities, sexual orientation, gender, (including gender expression or identity) or economic status in the administration of its admissions and academic policies.
Every community owes its existence and vitality to generations from around the world who contributed their hopes, dreams, and energy to making the history that led to this moment. Some were brought here against their will, some were drawn to leave their distant homes in hope of a better life, and some have lived on this land for more generations than can be counted. Truth and acknowledgment are critical to building mutual respect and connection across all barriers of heritage and difference. Olympia Waldorf School recognizes we are on the unceded land of the Medicine Creek Treaty Tribes of Nisqually, Puyallup, Steilacoom, Squawskin (Squaxin Island), S'Homamish, Stehchass, T'Peeksin, Squi-aitl, and Sa-heh-wamish. We acknowledge that this land is the territory of the Steh-chass people of the Squaxin Island Tribe. We hope to cultivate our relationship with the Coastal Salish and their homelands where we mutually reside. We welcome indigenous participation and critique as we strive to support indigenous sovereignty and culture. We pay respects to their elders past and present. Please take a moment to consider the many legacies of violence, displacement, migration, and settlement that shape our society and communities. Please join us in our ongoing efforts to uncover such truths as a larger school community.
We are grateful for the U.S. Department of Arts and Culture for the wealth of knowledge they contain as an organization and offer their site for others to gain similar access and understanding
We are grateful for the U.S. Department of Arts and Culture for the wealth of knowledge they contain as an organization and offer their site for others to gain similar access and understanding
