Ms. Gomes’ Insight

The name of the workshop I attended this past July immediately caught my attention: Teaching for Black Lives in Waldorf Schools. It was the first time I had seen a Waldorf training so explicit in its language—truly acknowledging this critical need. While I was intrigued, I approached it with a degree of skepticism. Over the years, I’ve participated in many classes on inclusivity and diversity, both within and beyond the Waldorf sphere. Would this one be different?

The answer was a resounding yes. What unfolded over the course of the week was nothing short of inspiring. The organizers and presenters were incredibly thorough, weaving every aspect of our work into the discussions and activities. I left the workshop feeling not only hopeful but also deeply committed to the idea that this kind of training should be a fundamental part of every Waldorf Teacher Training curriculum. Of course, in an ideal world, we wouldn’t need such workshops—but until we reach that point, I am grateful for the growing recognition that they are essential.

I wish all of my colleagues had the opportunity to experience what I did, though I’m grateful that at least a few were able to join. Since this was the inaugural offering of the course, it brought together class teachers, subject teachers, administrators, and leaders from Waldorf schools across the country. I plan to follow up with the organizers to ensure I know when it will be offered again—because more of our school community needs to engage with this work.

Even though the workshop took place on Zoom, it still held the artistic and immersive quality so characteristic of Waldorf education. We spoke beautiful verses by Langston Hughes and bell hooks. We sang together each day, even learning an original composition by a teacher from the Emerson Waldorf School in North Carolina. Our colored pencils found their way onto the many pages of notes we took, infusing our learning with creativity and color.

Celebrating Black Joy and Experience in the Classroom: A Journey from Training to Action

As educators, one of the most impactful steps we can take is creating an inclusive and vibrant learning environment that celebrates all cultures, experiences, and histories. I was drawn to the Waldorf curriculum precisely because it emphasizes celebrating cultures across humanity, fostering a rich understanding of the world’s diverse people and traditions. Recently, I had the privilege of participating in a transformative training, Teaching for Black Lives in Waldorf Schools. This training focused on centering Black joy, deconstructing traditional narratives, and providing strategies to navigate resistance in inclusive education.

The focus of the training was clear and empowering: it encouraged educators to shift the narrative from oppression to joy. It emphasized the importance of celebrating the richness of Black culture through history, literature, and the arts. As a teacher, this approach inspired me to think deeply about how I could incorporate and celebrate Black experiences not only within the curriculum but also during school festivals and events.

One of the most beautiful moments where this vision came to life was during our recent Martin Luther King Jr. assembly. This year, a colleagues – HS Coach Anthony Thomas and Second Grade Teacher, Ms. Saint John – invited African drummers and dancers to perform, bringing an authentic and joyous celebration of Black culture to the heart of our school. The energy in the room was palpable. I watched in awe as the children’s faces lit up, their hands clapping joyously to the rhythm of the drums. Some even said it was the best music they had ever heard. Seeing their excitement and connection to the performance was a powerful reminder of the impact this kind of cultural engagement can have on young minds. The MLK assembly was a beautiful reflection of how we can use art and celebration to amplify voices that have been historically marginalized, inspiring a deeper understanding and respect for diversity within the school community.

The T4BL in Waldorf schools was like a college seminar. All of the presenters were well-spoken and well-informed. I especially appreciated how they shared their personal experiences in objective ways that brought to light these topics in such a deep and meaningful way. 

I thought the book was incredibly helpful as a resource and I will definitely refer back to it for reminders of why it is important to bring black joy into my classroom. 

One of the major takeaways of this work is the opportunity to look deeply into how two people can live very different lives solely based on the color of their skin. One of the presenters gave a statistic that it is 6 times harder for a person of color to be at the same table career-wise as a white person, and after getting there they are more likely to have health issues than a white person. 

The term affinity groups was new to me, and how it is necessary for black people to share and talk with each other safely. “Black people need their own spaces. We need places in which we can gather and be free from the mainstream stereotypes and marginalization that permeate every other societal space we occupy.” – Kelsey Blackwell, Affinity groups apply to any group that is typically marginalized.