The situation of Waldorf schools in France is already difficult because they are mentioned in the report by MIVILUDES, the government agency for combating sectarian aberrations. Here, Waldorf schools are described as institutions which ‘harbour the risk of sectarian aberrations’. This is a very vague and complicated description that leaves so much open that it cannot be contradicted and thus opens the door to arbitrariness. The mention of Waldorf education in this report is based on a one-sided view of anthroposophy, and on obscure anonymous reports. The report itself is mainly based on the testimony of a former Waldorf teacher who was dismissed in 2007 for inappropriate behaviour.
Our presence in the MIVILUDES report is no longer only used by certain journalists to justify one-sided negative reporting, but now also by official bodies. Despite numerous letters to officials and supervisory authorities and the support of the European Council for Steiner Waldorf Education (ECSWE), which expressed its concern about the situation of French Waldorf schools to the head of the General Inspectorate for Education, Sport and Research, the Fédération Pédagogie Steiner-Waldorf in France has not yet succeeded in establishing a dialogue with one of its official contacts.
Since 2018, we have noticed a change in the way school authorities deal with alternative educational approaches and public schools. Following the entry into force of the ‘Gatel’ law, school inspections are conducted under harsh conditions and without the possibility of dialogue. They are more akin to police checks than constructive visits aimed at improving the work of teachers, or the quality of the school. A dozen inspectors can turn up unexpectedly and search lockers, school bags and even a teacher's handbag. Sometimes they stay the whole day. These visits are traumatic for children and teachers. Pupils are asked questions that are sometimes completely inappropriate - for example, whether they eat meat at home. Teachers report provocative and aggressive remarks. In Alsace, some schools have been accused of not complying with a local law dating back to 1873, which does not apply in other parts of France. Faced with the refusal of their supervisory authorities to engage in dialogue, these schools have been forced to take legal action to prevent their closure.
At the same time, the Waldorf schools that prepare their pupils for the French Baccalauréat can once again boast a success rate of 100 per cent this year. By way of comparison, at state schools in France, around 93.9 per cent pass the Baccalauréat. The excellent results achieved in our schools are all the more remarkable given that the vast majority of Waldorf schools in France receive no state funding. In order to provide access to as many people as possible, and in view of the falling standard of living in France, school fees are kept as low as possible. These low costs are reflected in the teachers' salaries, which are close to the legal minimum wage, as well as in the maintenance of the buildings, repairs and investments in property, which often depend on donations or voluntary work by parents. This constant economic, administrative and media pressure takes its toll on teachers, who nevertheless continue to take initiative and act in a resourceful manner.
Despite the current scepticism towards Waldorf education in France, the Federation was asked by a commission of experts appointed by the President of the Republic to contribute to the debate on digital education, a sign that civil society is aware of what our education has to offer. With the support of the European Council for Steiner Waldorf Education (ECSWE), and the European project HERMMES (Holistic Education, Resilience and Media Maturity in Educational Settings), we were able to make a very well-founded contribution.
The education system in France is in crisis at all levels. Our pedagogy, as well as other alternative pedagogies, is suffering from a generally unfavourable climate. Despite all these problems, we notice how happy and satisfied the pupils are, how well they are doing at school, and how imaginative the teachers are. The creativity with which they meet the challenges is impressive.
Our world is in turmoil, and we firmly believe that our pedagogy has answers to offer that will benefit society as a whole. The forces for dialogue are there and it is up to us to continue our efforts to find them.
Lucie Iskandar, Pascale Xheneumont