Diversity at CWS
Diversity and Chicago Waldorf School
Chicago Waldorf School students receive an academically rigorous education that ensures they will become good local and global citizens. We believe strongly that they should have experiences with the greatest variety of cultures, opinions and perspectives and that this variety is an essential part of educating the whole human being. We approach diversity through our teaching methods, curriculum and resources, through community events and festivals and by promoting dialogue with students and parents. 
We are fortunate to have a wide array of cultures, races, economic backgrounds, religious affiliations and sexual orientations represented in our faculty, staff and parent and student bodies. We diligently seek to better serve our families and students and to reach out to new communities to enrich our educational environment
In Faculty and Staff Awareness
Teachers at CWS keep diversity in the forefront of planning as they approach both curriculum and the approaches to discussions in the classrooms. Weekly meetings for grade school teachers include diversity awareness and discussion to share resources and ideas for a wide range of approaches to inclusive curriculum approach and development.
Annual trainings in diversity and social inclusion provide opportunities for faculty and staff to delve deeper into their own awareness, helping to maintain sensitivity to student and family needs.
In the Classroom
Diversity is a key element of Waldorf education, bringing students a richer view of the world and a deeper connection to others. Through the Waldorf method of teaching through stories, students begin to hear about heroes and people of courage from around the world beginning in 1st grade and continuing throughout the grades. Whether it is building models of the shelters of indigenous people in the 3rd grade building block, learning vowel sounds through tales of Jamaica, China and Russia or studying heroes of recent history from Gandhi to Martin Luther king, Jr., the curriculum and lively discussions related to it provide all students with a more in-depth experience and opportunities to consider the range of human history from a variety of perspectives.
Art classes examine and practice styles from around the world. Mathematics classes include not only the formulas, but the political and cultural contexts in which they were developed. High school students engage in community service work at a variety of agencies and community programs. A thriving exchange program and class service learning trips take students around the world to experience other cultures through immersion and personal connection. We strongly believe that inclusion of diversity throughout the learning experience strengthens all subject areas and better prepares students for interaction and connection with the global community.
In Methods, Curriculum and Resources
A long and deep relationship among students and between students and teachers is distinctive to the Waldorf approach. Each lesson involves ample time for questions and discussion and reflection. Every classroom strives to create a culture where differences are recognized and valued. Our high school students engage in community service projects several times each year and we have a thriving international exchange program to complement our world language lessons,.
We consider our education a 12 year journey and during that time we travel through many cultures and encounter many ethnic groups. Whether it is building models of shelters from around the world, introducing the letters of the alphabet through stories from China, Germany, Russia, Nigeria and Mexico or hearing biographies of heroes like Gandhi or Martin Luther King, the curriculum provides a wide range of human experiences and history from a variety of perspectives.
A small sampling of materials, resources, experiences and stories that were used in our classrooms last year include:
• Biographies of Phyllis Wheatley, Mohammed, Wilma Rudolph, Josephette of India, Woody Guthrie and William Shakespeare, Thomas Edison
• Assigned reading included: Shabanu: Daughter of the Wind, Diary of Anne Frank and Children of the Fire.
• Geographical regions were explored not only through maps, but through dance, song, food, art and language
• Classrooms were visited by a 7th generation Senegalese Griot, Ojibwa Storytellers, and Ethiopian circus artists
• Festivals of different cultures were celebrated including the making of Rama and Sita lanterns in the fifth grade, Rosh Hashanah and Sukkot celebrations in third grade, the fourth and fifth grade sang at the Christkindlmarkt, and the high school cleaned a park for Earth Day as well as multiple school groups participating int eh North Lake shore Earth Day Celebration.
In the Social Realm
Interaction with others, confrontation of difficult issues and social justice are all part of learning to think creatively, problem-solving and working together. Students are continually challenged in these arenas throughout the grades, leading to the ability for self-examination, a sense of duty and development for empathy for others. In the high school, students actively participate in a number of groups and committees ranging from the Student Action Council for social inclusion issues to volunteer work throughout Chicago and the world. A mentoring group of older students from the SAC helps to guide the younger students through social issues, providing support and role modeling. This focus on respect for diversity and continuous opportunities to work together in small groups creates a strong bond among all our students with increased valuation of the individual gifts and personalities that each student brings to the community. The mission of Waldorf education is the development of “free human beings, who are able of themselves to impart purpose and direction to their lives.” At CWS, we hold this as our guide and know that it is only enriched by diversity in our student body experiences.
Community Events
Waldorf schools enjoy a vibrant culture which includes the celebration of many festivals. We have larger events meant to be wide in scope, celebratory of the larger human experience and others that are smaller and seek to honor particular cultures. In the last year, we had a multicultural Mayfair, Christmas plays, a Day of the Dead Potluck, Earth Day celebrations, and a large Martin Luther King, Jr. assembly.
In the Larger School Community
Diversity plays a central role in the larger CWS community. Our Diversity Committee is comprised of parents, faculty and staff and works to identify any areas needing attention as well as areas of growth opportunities both internally and externally for the school. A second committee, Building Intentional Community (BIC) is comprised of parents, faculty, staff and students and assists the community with interpersonal issue resolution within the community. Clear guidelines have been established for respectful communication and a process for conflict resolution. Both committees sponsor education and training around a variety of diversity and social inclusion topics to enrich understanding, appreciation and engagement around differences in our community.
In the World
Engagement with the world and its diversity of thought, cultures and issues is a powerful tool for understanding, connection and caring. At CWS, we involve our students in the world around them because we know they are more likely to care about people and issues with whom they have a personal connection. Once they have that experience, they develop a new approach to the world that allows for caring and concern about others in a very diverse range of circumstances and cultures. Many of our students go on to be actively involved in social activism, personally and professionally, and many engage in work or travel outside the U.S. throughout their lifetimes, giving them an ongoing sense of connection to the global community.