Steiner Education Research in Action offers a dedicated space for critical enquiry into Steiner education. The journal focuses on creating links between theory, research and educational practice, bringing researchers and practitioners into conversation.
Adopting Stenhouse’s definition of research as ‘systematic enquiry made public’ the journal takes a broad view of what constitutes research, encouraging articles which are systematic, show rigour and contain clear evidence of critical enquiry. Such articles can make use of both established as well as innovative methodological approaches, including but not limited to school-based and teacher-led research, lived experience research (such as autoethnography), participatory action research, contemplative inquiry, transpersonal research, and intuitive inquiry. All research articles go through a double-blind peer review process.
The journal aims to extend and inform the practice of teaching in Australasian Steiner contexts, in early childhood, primary and secondary sectors (and tertiary, as appropriate). We welcome articles investigating teaching practices, student voice, student learning, leadership, administration, mentoring, teacher experience, inclusivity, reconciliation, and wellbeing, among other topics.
