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Democraticeducation
FromWikipedia,thefreeencyclopedia

Democraticeducationisaneducationalidealinwhich
democracyisbothagoalandamethodofinstruction.Itbrings
democraticvaluestoeducationandcanincludeself
determinationwithinacommunityofequals,aswellassuch
valuesasjustice,respectandtrust.Democraticeducationisoften
specificallyemancipatory,withthestudents'voicesbeingequal
totheteacher's.[1]

Contents

AdiscussionclassatShimerCollege,
ademocraticcollegeinChicago.

1History
1.1Enlightenmentera
1.219thcentury
1.320thcentury
1.3.1DomSierot
1.3.2Influentialdemocraticschools
1.3.3Freeschoolsmovement
1.3.4Networks
2Variety
2.1Curriculum
2.2Administrativestructure
2.3Conflictresolution
2.4Other
3Theory
3.1Cognitivetheory
3.1.1Criticismbasedoncognitivetheory
3.2Ethics
3.2.1Culturaltheory
3.2.2Criticismbasedonculturaltheory
3.3Politicaltheory
3.3.1Effectonqualityofeducation
3.3.2Preparationforlifeinademocracy
3.3.3Civiceducation
3.3.4Economictheory
3.4Curriculumtheory
4Democraticeducationinpractice
4.1Play
4.2Reading,writingandarithmetic
5Educationinademocraticsociety
6Trainingprograms
7Legalissues
7.1TheUnitedNationsanddemocraticeducation
7.2Summerhill
8Theorists
9Seealso
10References
11Externallinks
12Furtherreading

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12Furtherreading

History
Thehistoryofdemocraticeducationspansfromatleastthe1600s.
Whileitisassociatedwithanumberofindividuals,therehasbeen
nocentralfigure,establishment,ornationthatadvocated
democraticeducation.[2]

Enlightenmentera
In1693,JohnLockepublishedSomeThoughtsConcerning
Education.Indescribingtheteachingofchildren,hedeclares,
Noneofthethingstheyaretolearn,shouldeverbemadea
burthentothem,orimpos'donthemasatask.Whateveris
sopropos'd,presentlybecomesirksomethemindtakesan
aversiontoit,thoughbeforeitwereathingofdelightor
indifferency.Letachildbutbeorder'dtowhiphistopata
certaintimeeveryday,whetherhehasorhasnotamindto
itletthisbebutrequir'dofhimasaduty,whereinhemust
spendsomanyhoursmorningandafternoon,andsee
whetherhewillnotsoonbewearyofanyplayatthisrate.[3]
JeanJacquesRousseausbookofadviceoneducation,mile,was
Locke'sThoughts,1693.
firstpublishedin1762.mile,theimaginarypupilheusesfor
illustration,wasonlytolearnwhathecouldappreciateas
useful.[4]Hewastoenjoyhislessons,andlearntorelyonhisownjudgementandexperience.Thetutor
mustnotlaydownprecepts,hemustletthembediscovered,[5]wroteRousseau,andurgedhimnot
makemilelearnscience,butlethimdiscoverit.[6]Healsosaidthatweshouldnotsubstitutebooksfor
personalexperiencebecausethisdoesnotteachustoreasonitteachesustouseotherpeoples
reasoningitteachesustobelieveagreatdealbutnevertoknowanything.[7]

19thcentury
WhileLockeandRousseauwereconcernedonlywiththeeducationofthechildrenofthewealthy,inthe
19thcenturyLeoTolstoysetupaschoolforpeasantchildren.ThiswasonhisownestateatYasnaya
Polyana,Russia,inthelate19thcentury.Hetellsusthattheschoolevolvedfreelyfromprinciples
introducedbyteachersandpupilsthatinspiteofthepreponderatinginfluenceoftheteacher,thepupil
hadalwayshadtherightnottocometoschool,or,havingcome,nottolistentotheteacher,andthatthe
teacherhadtherightnottoadmitapupil,andwasabletousealltheinfluencehecouldmustertowin
overthecommunity,wherethechildrenwerealwaysinthemajority.[8][9]

20thcentury
DomSierot
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In1912,JanuszKorczakfoundedDomSierot,theJewishorphanageinWarsaw,whichwasrunon
democraticlinesuntil1940,whenheaccompaniedallhischargestothegaschambersoftheTreblinka
exterminationcamp.[10][11][12]
Influentialdemocraticschools
TheoldestdemocraticschoolthatstillexistsisSummerhill,in
Suffolk,England,foundedin1921.Itfeaturesvoluntaryclass
attendanceandaSchoolMeetingwithbroadpowers.Inthe
1960s,hundredsofschoolsopenedbasedonSummerhill,[13]
howeverA.S.Neill,thefounderofSummerhill,distanced
himselffromAmericanSummerhillschoolsfornotsuccessfully
implementingthephilosophyof"Freedom,notlicense."[14]
SudburyValleySchool,foundedinFramingham,Massachusetts
in1968,hasfulldemocraticgovernance:TheSchoolMeeting
managesallaspectsoftheschool,includingstaffhiringand
facilities.[15]

MainbuildingoftheSummerhill
School

TheDemocraticSchoolofHadera,foundedinIsraelin1987,ispubliclyfunded.Itoffersvoluntary
classes.[16]TherearenowmorethantwentydemocraticschoolsinIsrael.[17]
Freeschoolsmovement
Progressiveeducation(includingmanyschoolsbasedonSummerhill[18])becameabroadmovementin
the1960sand1970s,butwaslargelyrenouncedbythe1980s.[19]See:Freeschoolmovement
Networks
Networkssupportingdemocraticeducationinclude:
TheAlternativeEducationResourceOrganizationlaunchedin1989tocreatea"studentdriven,
learnercenteredapproachestoeducation."[20]
TheannualInternationalDemocraticEducationConference,firstheldin1993.
TheAustralasianDemocraticEducationCommunity,whichhelditsfirstconferencein2002.[21]
TheEuropeanDemocraticEducationCommunitywasfoundedin2008,atthefirstEuropean
DemocraticEducationConference.
TheRseaudescolesdmocratiquesauQubec,orRDAQ,wasfoundedin2012inorderto
sponsorthecreationofdemocraticschoolsintheprovinceofQubec,Canada.
IDEC2005named2corebeliefs:selfdeterminationanddemocraticgovernance.[22]EUDEChasboth
ofthesebeliefs,andmutualrespectisalsointheirbeliefstatement.[23]IDENsupportsschoolsthatself
identifyasdemocratic.[24]

Variety
Democraticeducationcomesinmanydifferentforms.Thesearesomeoftheareasinwhichdemocratic
schoolsdiffer.
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Curriculum
Democraticschoolsarecharacterizedbyinvolvingstudentsinthedecisionmakingprocessthataffects
whatandhowtheylearn.Somedemocraticschoolshavenomandatorycurriculum,consideringforced
learningtobeundemocratic.Mostdemocraticschoolsofficiallyoffervoluntarycourses,andmanyhelp
interestedstudentstopreparefornationalexaminationssotheygainqualificationsforfurtherstudyor
futureemployment.[25]Somedemocraticschoolshavenoofficialofferingofcourses,althoughcourses
canbeofferedorrequestedbyschoolmembers.[26]

Administrativestructure
Democraticschoolsoftenhavemeetingsopentoallstudentsandstaff,whereeveryonepresenthasa
voiceandsometimesanequalvote.Someincludeparents.[27]Theseschoolmeetingscancoveranything
fromsmallmatterstotheappointmentordismissalofstaffandthecreationorannulmentofrules,orto
generalexpenditureandthestructureoftheschoolday.Atsomeschoolsallstudentsareexpectedto
attendthesemeetings,atotherstheyarevoluntary.[28]Themainschoolmeetingmayalsosetupsub
committeestodealwithparticularissues,suchasconflictresolution.[29]

Conflictresolution
Withinthepurviewofdemocraticvalues,thereiswidescopeforhowconflictsareresolved.Theremay
beaformalsystem,withdueprocessandtheruleoflaw.[29]Theremayberulesbutnopunishments.[30]
Otherpossibilitiesinclude,butarenotlimitedto,aconsensusprocess,mediation,andinformaldialogue.

Other
Finance:Somedemocraticlearningenvironmentsareparentfunded,somecharityfunded.[31][32]
Schoolsmayhaveaslidingscalebasedonfamilyincome.[33]Publiclyfundeddemocraticschoolsexist
inCanada[34][35]andIsrael[36]
Size:Democraticschoolsvaryinsizefromafewstudentstoafewhundred.Evenanindividual
unschoolercanbedescribedaslearningdemocratically,iftheyaretreatedwithdemocraticvalues.
Agerange:Agemixingisadeliberatepolicyinsomedemocraticschools.Itmayincludeveryyoung
children,evenbabies.[37]Somedemocraticschoolsonlyenrollolderstudents.[38][39]
Location:Democraticeducationisnotlimitedtoanyparticularsetting.Settingsfordemocraticlearning
communitiesincludeinanofficebuilding,[40]oncitystreets,[41]andinaruralarea.[42]

Theory
Whiletypesofdemocraticeducationareasnumerousastypesofdemocracy,ageneraldefinitionof
democraticeducationis"aneducationthatdemocratizeslearningitself."[43]Thegoalsofdemocratic
educationvaryaccordingtotheparticipants,thelocation,andaccesstoresources.[44]
Thereisnounifiedbodyofliterature,spanningmultipledisciplines,ondemocraticeducation.However,
therearetheoriesofdemocraticeducationfromthefollowingperspectives:
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Cognitivetheory
Duringthepracticetheorymovement,therewasrenewedinterestinchilddevelopment.JeanPiaget's
theoryofuniversalstepsincomprehensionandgeneralpatternsintheacquisitionofknowledgewas
challengedbyexperiencesatdemocraticschools."Notwokidsevertakethesamepath.Feware
remotelysimilar.Eachchildissounique,soexceptional."[45]
JeanLavewasoneofthefirstandmostprominentsocialanthropologiststodiscusscognitionwithinthe
contextofculturalsettingspresentingafirmargumentagainstthefunctionalistpsychologythatmany
educationalistsrefertoimplicitly.ForLave,learningisaprocessungonebyanactorwithinaspecific
context.Theskillsorknowledgelearnedinoneprocessarenotgeneralizablenorreliablytransferredto
otherareasofhumanaction.Herprimaryfocuswasonmathematicsincontextandmathematics
education.
ThebroaderimplicationsreachedbyLaveandotherswhospecializeinsituatedlearningarethatbeyond
theargumentthatcertainknowledgeisnecessarytobeamemberofsociety(aDurkheimianargument),
knowledgelearnedinthecontextofaschoolisnotreliablytransferabletoothercontextsofpractice.
JohnLockearguesthatchildrenarecapableofreasoningatayoungage:Itwillperhapsbewonderd,
thatImentionreasoningwithchildrenandyetIcannotbutthinkthatthetruewayofdealingwiththem.
Theyunderstanditasearlyastheydolanguageand,ifImisobservenot,theylovetobetreatedas
rationalcreatures,soonerthanisimagind,[46]Rousseaudisagreed:Useforcewithchildrenand
reasoningwithmen."[47]
Humansareinnatelycurious,anddemocraticeducationsupportsthebeliefthatthedrivetolearnis
sufficientlystrongtomotivatechildrentobecomeeffectiveadults.[48]
Criticismbasedoncognitivetheory
Thehumanbrainisnotfullydevelopeduntiladulthood.[49]Adisadvantageofteenagersbeing
responsiblefortheirowneducationisthat"youngbrainshavebothfastgrowingsynapsesandsections
thatremainunconnected.Thisleavesteenseasilyinfluencedbytheirenvironmentandmoreproneto
impulsivebehavior".[50]

Ethics
Democracycanbevaluedonethicalgrounds.[51]
Culturaltheory
Democraticeducationisconsistentwiththeculturaltheorythat"learninginschoolmustbecontinuous
withlifeoutsideofschool"andthatchildrenshouldbecomeactiveparticipantsinthecontroland
organizationoftheircommunity.[52]
Researchonhuntergatherersocietiesindicatesthatfreeplayandexplorationwereeffectivetransmitters
ofthesocieties'culturetochildren.[53]

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AccordingtoGeorgeDennison,democraticenvironmentsaresocialregulators:Ourdesiretocultivate
friendships,engenderrespect,andmaintainwhatGeorgeDennisontermsnaturalauthorityencourages
ustoactinsociallyacceptableways(i.e.culturallyinformedpracticesoffairness,honesty,congeniality,
etc.).[54]
Criticismbasedonculturaltheory
Childrenareinfluencedbymanycurriculabeyondtheschoolcurriculum:TVcurricula,advertisers'
curricula,curriculaofreligiouscommunities,GirlScoutsandBoyScouts,encyclopediasetc.and
therefore"oneofthemostsignificanttasksanyschoolcanundertakeistotrytodevelopinyoungsters
anawarenessoftheseothercurriculaandanabilitytocriticizethemitisutternonsensetothinkthatby
turningchildrenlooseinanunplannedandunstructuredenvironmenttheycanbefreedinanysignificant
way.Rather,theyaretherebyabandonedtotheblindforcesofthehucksters,whoseprimaryconcernis
neitherthechildren,northetruth,northedecentfutureof...society."[55]
mileDurkheimarguesthatthetransitionfromprimitivetomodernsocietiesoccurredinpartaselders
madeaconsciousdecisiontotransmitwhatweredeemedthemostessentialelementsoftheircultureto
thefollowinggenerations.Heconcludesthatmodernsocietiesaresocomplexmuchmorecomplex
thanprimitivehuntergatherersocietiesandtherolesthatindividualsmustfillinsocietyaresovaried,
thatformalmasseducationisnecessarytoinstillsocialsolidarityandwhathetermssecular
morality.[56]

Politicaltheory
Thereareavarietyofpoliticalcomponentstodemocraticeducation.Oneauthoridentifiesthose
elementsasinclusivityandrights,equalparticipationindecisionmaking,andequalencouragementfor
success.[57]TheInstituteforDemocraticEducation'sprinciplesofdemocraticeducationidentifies
severalpoliticalprinciples,
Theinteractionbetweendemocraticphilosophyandeducation,
Pluralisticeducation,
Schooladministrationbymeansofdemocraticprocedures,
Educationbasedonrespectforhumanrights,
Dialogicevaluation,
Dialogicrelationships,and
Criticalsocialthinking.[58]
Effectonqualityofeducation
Thetypeofpoliticalsocializationthattakesplaceindemocraticschoolsisstronglyrelatedto
deliberativedemocracytheory.ClausOffeandUlrichPreuss,twotheoristsofthepoliticalcultureof
deliberativedemocraciesarguethatinitsculturalproductiondeliberativedemocracyrequiresanopen
endedandcontinuouslearningprocessinwhichtherolesofbothteacherandcurriculumaremissing.
Inotherwords,whatistobelearnedisamatterthatwemustsettleintheprocessoflearningitself."[59]
Thepoliticalcultureofadeliberativedemocracyanditsinstitutions,theyargue,wouldfacilitatemore
dialogicalformsofmakingonesvoiceheardwhichwouldbeachievedwithinaframeworkof
liberty,withinwhichpaternalismisreplacedbyautonomouslyadoptedselfpaternalism,and
technocraticelitismbythecompetentandselfconsciousjudgmentofcitizens."[60]
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Asacurricular,administrativeandsocialoperationwithinschools,democraticeducationisessentially
concernedwithequippingpeopletomake"realchoicesaboutfundamentalaspectsoftheirlives"[61]and
happenswithinandfordemocracy.[62]Itcanbe"aprocesswhereteachersandstudentswork
collaborativelytoreconstructcurriculumtoincludeeveryone."[57]Inatleastoneconception,democratic
educationteachesstudents"toparticipateinconsciouslyreproducingtheirsociety,andconscioussocial
reproduction."[63]Thisrolenecessitatesdemocraticeducationhappeninginavarietyofsettingsand
beingtaughtbyavarietyofpeople,including"parents,teachers,publicofficials,andordinarycitizens."
Becauseofthis"democraticeducationbeginsnotonlywithchildrenwhoaretobetaughtbutalsowith
citizenswhoaretobetheirteachers."[64]
Preparationforlifeinademocracy
The"strongest,politicalrationale"fordemocraticeducationisthatitteaches"thevirtuesofdemocratic
deliberationforthesakeoffuturecitizenship."[65]Thistypeofeducationisoftenalludedtointhe
deliberativedemocracyliteratureasfulfillingthenecessaryandfundamentalsocialandinstitutional
changesnecessarytodevelopademocracythatinvolvesintensiveparticipationingroupdecision
making,negotiation,andsociallifeofconsequence.[66]
Civiceducation
Theconceptofthehiddencurriculumincludesthebeliefthatanythingtaughtinanauthoritariansetting
isimplicitlyteachingauthoritarianism.Thusciviceducation,iftaughtinacompulsorysetting,
underminesitsownlessonsindemocracy.[67]Acommonbeliefindemocraticschoolsisthatdemocracy
mustbeexperiencedtobelearned.[68][69][70]Thisargumentconformstothecognitionincontext
researchbyLave.
Anothercommonbelief,whichsupportsthepracticeofcompulsoryclassesinciviceducation,isthat
passingondemocraticvaluesrequiresanimposedstructure.[71]
Argumentsabouthowtotransmitdemocracy,andhowmuchandhowearlytotreatchildren
democratically,aremadeinvariousliteraturesconcerningstudentvoice,youthparticipationandother
elementsofyouthempowerment.[72][73]
Economictheory
Corefeaturesofdemocraticeducationalignwiththeemergingconsensuson21stcenturybusinessand
managementpriorities.Suchfeaturesincludeincreasedcollaboration,decentralizedorganization,and
radicalcreativity.[74]

Curriculumtheory
Whiledemocraticschoolsdon'thaveanofficialcurriculum,whateachstudentactuallydoesmightbe
consideredtheirowncurriculum.[75]
Democraticschoolsmaynotconsiderreading,writingandarithmetictobetherealbasicsforbeinga
successfuladult.[76]A.S.Neillsaid"Tohellwitharithmetic."[77]Nonetheless,thereisacommonbelief
thatpeoplewilleventuallylearn"thebasics"whentheydevelopinternalmotivation.[78][79]
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Democraticeducationinpractice
Play
Astrikingfeatureofdemocraticschoolsistheubiquityofplay.Studentsofallagesbutespeciallythe
youngeronesoftenspendmostoftheirtimeeitherinfreeplay,orplayinggames(electronicor
otherwise).Allattemptstolimit,controlordirectplaymustbedemocraticallyapprovedbeforebeing
implemented.[80]Playisseenasactivityeverybitasworthyasacademicpursuits,oftenevenmore
valuable.Playisconsideredessentialforlearning,particularlyinfosteringcreativity.[81]

Reading,writingandarithmetic
Interestinlearningtoreadhappensatawidevarietyofages.[79]

Educationinademocraticsociety
AsEnglisharistocracywasgivingwaytodemocracy,MatthewArnoldinvestigatedpopulareducationin
Franceandothercountriestodeterminewhatformofeducationsuitedademocraticage.[82]Arnold
wrotethat"thespiritofdemocracy"ispartof"humannatureitself",whichengagesin"theeffortto
affirmone'sownessence...todevelopone'sownexistencefullyandfreely."[83]
Duringtheindustrialage,JohnDeweyarguedthatchildrenshouldnotallbegiventhesamepre
determinedcurriculum.InDemocracyandEducationhedevelopsaphilosophyofeducationbasedon
democracy.Hearguesthatwhilechildrenshouldbeactiveparticipantsinthecreationoftheireducation,
andwhilechildrenmustexperiencedemocracytolearndemocracy,theyneedadultguidancetodevelop
intoresponsibleadults.[84]
AmyGutmannarguesinDemocraticEducationthatinademocraticsociety,thereisaroleforeveryone
intheeducationofchildren.Theserolesarebestagreeduponthroughdeliberativedemocracy.[85]
ThejournalDemocracyandEducationinvestigates"theconceptualfoundations,socialpolicies,
institutionalstructures,andteaching/learningpracticesassociatedwithdemocraticeducation."By
"democraticeducation"theymean"educatingyouth...foractiveparticipationinademocratic
society."[86]

Trainingprograms
Israel'sInstituteforDemocraticEducationandKibbutzimCollegeinTelAvivcollaboratetooffera
BachelorofEducation(B.Ed.)degreewithaSpecializationCertificateinDemocraticEducation.
Studentteachingplacementsareinbothregularschoolsanddemocraticschools.[87]

Legalissues
TheUnitedNationsanddemocraticeducation
UnitedNationsagreementsbothsupportandplacerestrictionsoneducationoptions,including
democraticeducation:
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Article26(3)oftheUnitedNationsUniversalDeclarationofHumanRightsstatesthat"Parentshavea
priorrighttochoosethekindofeducationthatshallbegiventotheirchildren."[88]Whilethisinitself
mayallowparentstherighttochoosedemocraticeducation,Articles28and29oftheUnitedNations
ConventionontheRightsoftheChildplacerequirementsoneducationalprograms:Primaryeducationis
compulsory,allaspectsofeachstudentmustbedevelopedtotheirfullpotential,andeducationmust
includethedevelopmentofrespectforthingssuchasnationalvaluesandthenaturalenvironment,ina
spiritoffriendshipamongallpeoples.[89]
Furthermore,whileArticle12(1)oftheConventionmandatesthatchildrenbeabletohaveinputonall
mattersthateffectthem,theirinputwillhavelimitedweight,"dueweightinaccordancewiththeageand
maturityofthechild."[89]

Summerhill
In1999,Summerhillreceiveda'noticeofcomplaint'overitspolicyofnoncompulsorylessons,a
procedurewhichwouldusuallyhaveledtoclosureSummerhillcontestedthenotice[90]andwentbefore
aspecialeducationaltribunal.Summerhillwasrepresentedbyanotedhumanrightslawyer,Geoffrey
RobertsonQC.Thegovernment'scasesooncollapsed,andasettlementwasoffered.Thisofferwas
discussedandagreedataformalschoolmeetingwhichhadbeenhastilyconvenedinthecourtroomfrom
aquorumofpupilsandteacherswhowerepresentincourt.Thesettlementguaranteedthatfuture
inspectionsofSummerhillwouldbeconsistentwithSummerhill'seducationalphilosophy.[91]

Theorists
JosephAgassiIsraeliphilosopherandproponentofdemocracy
MichaelAppleSocialscientist,democraticeducationscholar,UniversityofWisconsinMadison
MatthewArnoldWroteabouteducationinanageofdemocracy
PierreBourdieuAnthropologist,socialtheorist,CollegedeFrance
GeorgeDennisonAmericanwriter,author
JohnDeweySocialscientist,progressiveeducationtheorist,UniversityofChicago
mileDurkheimSociologist,functionalisteducationtheorist
MichelFoucaultPostmodernphilosopher,UniversityofCalifornia,Berkeley
PeterGrayPsychologist,democraticeducationscholar,BostonCollege
DanielGreenbergOneofthefoundersoftheSudburyValleySchool
AmyGutmannPoliticalscientist,democraticeducationscholar,PresidentoftheUniversityof
Pennsylvania
JohnHoltCriticofconventionaleducationandproponentofhomeschooling
IvanIllichPhilosopher,priest,authorof"DeschoolingSociety"
LawrenceKohlbergProfessor,pioneerinmoralanddemocraticeducation
HomerLaneDemocraticeducationpioneer,founderoftheFordRepublic(190712)andthe
LittleCommonwealth(191317)
DeborahMeierFounderofdemocraticschoolsinNewYorkandBoston,writer
A.S.NeillDemocraticeducationpioneer,founderoftheSummerhillSchool
ClausOffePoliticalScientist,theoristofdeliberativedemocraticculture,HertieSchoolof
Governance
KarlPopperPhilosopherattheLondonSchoolofEconomics
BertrandRussellPhilosopher,authorofOnEducationandfounderofBeaconHouseSchool

Seealso
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Listofdemocraticschools
ListofSudburyschools
Constructivism(learningtheory)
EuropeanDemocraticEducationCommunity
InternationalDemocraticEducationConference
EuropeanDemocraticEducationConference
RougeForum
Hiddencurriculum
Humanrightseducation
Progressiveeducation

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MooBaanDek(http://www.ffc.or.th/mbd/)
Butterflies(http://butterflieschildrights.org/)
AlbanyFreeSchool(http://www.albanyfreeschool.org/about)
WindsorHouseSchool(http://windsorhouseschool.org/)
[1](http://schoolweb.tdsb.on.ca/alpha2/Home.aspx)
DemocraticSchoolofHadera
Lumiar(http://www.lumiar.org.br)
NuestraEscuela(http://www.nuestraescuela.org)
AutorskaSzkolaSamorozwojuASSA(http://www.assa.wroc.pl)
TokyoShure(http://www.shure.or.jp/english/)
Butterflies(http://www.butterflieschildrights.org/)
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Externallinks
PeterGray@PsychologyToday(http://blogs.psychologytoday.com/blog/freedomlearn/)
AlternativeEducationResourceOrganization(AERO)(http://www.educationrevolution.org/)
ComprehensiveGlobalListofDemocraticSchools(viaAERO)
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EuropeanDemocraticEducationCommunity(EUDEC)(http://www.eudec.org/)
InstituteforDemocraticEducationinAmerica(IDEA)(http://www.democraticeducation.org)

Furtherreading
Apple,M.(1993)OfficialKnowledge:DemocraticEducationinaConservativeAge.Routledge.
Bourdieu,Pierre.(1984)Distinction:ASocialCritiqueoftheJudgmentofTaste.London:
Routledge.
Bourdieu,PierreandJeanClaudePasseron.(1990)ReproductioninEducation,Societyand
Culture.Theory,CultureandSocietySeries.Sage.
Carlson,D.andApple,M.W.(1998)Power,Knowledge,Pedagogy:TheMeaningofDemocratic
EducationinUnsettlingTimes.WestviewPress.
Carr,W.andHartnett,A.(1996)EducationandtheStruggleforDemocracy:Thepoliticsof
educationalideas.OpenUniversityPress.
Dennison,George.(1999)TheLivesofChildren:TheStoryoftheFirstStreetSchool.Portsmouth,
NH:Boynton/CookPublishers.
Dewey,John.(1997)ExperienceandEducation.NewYork:Touchstone.
Durkheim,mile.(2002)MoralEducation.Mineola,NY:Dover.
Foucault,Michel.(1991)DisciplineandPunish:TheBirthofthePrison.NewYork:Random
House.
Gatto,JohnTaylor.(1992)DumbingUsDown:TheHiddenCurriculumofCompulsory
Education.Philadelphia,PA:NewSociety.
Giroux,H.A.(1989)'SchoolingforDemocracy:Criticalpedagogyinthemodernage.Routledge.
Gutmann,A.(1999)DemocraticEducation.PrincetonUniversityPress.
Habermas,Jrgen.(1997)"PopularSovereigntyasProcedureDeliberativeDemocracy".
Bohman,JamesandWilliamRehg,eds.Cambridge,MA:MITPress.
Held,David.(2006)ModelsofDemocracy.Stanford:StanfordUniversityPress.
Jensen,KnudandWalker,Stepheneds.(1989)"TowardsDemocraticSchooling:European
Experiences".OpenUniversityPress
Kahn,RobertL.andDanielKatz.(1978)TheSocialPsychologyofOrganizations.NewYork:
JohnWileyandSons.
Kelly,A.V.(1995)EducationandDemocracy:Principlesandpractices.PaulChapman
Publishers.
Knoester,M.(2012)DemocraticEducationinPractice:InsidetheMissionHillSchool.Teachers
CollegePress.
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Manin,Bernard."OnLegitimacyandPoliticalDeliberation"EllySteinandJaneMansbridge,
trans.PoliticalTheory.Vol.15,No.3,Aug.1987:338368.
Miller,Ron.(2002)"FreeSchools,FreePeople:EducationandDemocracyAfterthe1960s".
SUNYPress
Neill,A.S.(1995)SummerhillSchool:ANewViewofChildhood.Ed.AlbertLamb.NewYork:
St.Martin'sGriffin.
Sadofsky,MimsyandDanielGreenberg.(1994)KingdomofChildhood:GrowingupatSudbury
ValleySchool.HannaGreenberg,interviewer.Framingham,MA:SudburyValleySchoolPress.
Schutz,Aaron.(2010).SocialClass,SocialAction,andEducation:TheFailureofProgressive
Democracy.NewYork:PalgraveMacmillan.introduction(http://educationaction.org)
Retrievedfrom"http://en.wikipedia.org/w/index.php?title=Democratic_education&oldid=663348896"
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