Freedom of Education and Financial Sustainability of Waldorf Schools

Abstract

This article analyzes, through a case study, the financing mechanisms of two Waldorf schools in Chile. The results highlight that these schools are founded on socio-pedagogical principles but face financial instability due to their dependence on family contributions. Their participatory governance fosters a sense of community, but self-management limits the planning, sustainability, and expansion of their educational projects. The discussion reveals how these schools face tensions between pedagogical autonomy and financial precariousness, exacerbated by the absence of state support. It underscores the need for inclusive public policies that balance economic sustainability with respect for educational diversity to ensure freedom of education.