The present study refers to Waldorf pedagogical schools in Greece and aims to investigate the multiple pedagogical and social factors that determine the choice of these schools by parents. It is based on a qualitative research, which aims to understand how these parents interpret their choice and how this relates to their wider educational strategies.
The theoretical framework is based on the sociology of education and on the concept of Bourdieu’s theory of practice and Bernstein’s pedagogical practices. The sample of the study comprises parents who send their children to Waldorf kindergartens and the only Waldorf primary school operating in Athens. We used Semi-structured interviews and qualitative analysis of data, based on two parts. The first focuses on the pedagogical perceptions and the relationship of parents with Waldorf pedagogy and the second concerns the educational practices and the management of children’s extracurricular time.
In summary, the research reveals the special character, which the kindergartens and the Waldorf primary school of Athens have. They are governed by a pedagogical ideology, which differs from other private kindergartens and schools in the landscape of the Greek educational institutions. Our interlocutors have a high level of education and are mostly employed in professions related to symbolic control, such as education. Additionally, these parents have integrated pedagogical concepts and seek a holistic approach to education that promotes creativity through experiential learning. Finally, the conclusions from the study point to the fact that for the selection of this pedagogy the parents must invest effort, time and capital.