Foreword
Reimagining Schools to Educate Democratic Citizens
Preface
Linda’s Journey
Democratic Education Emphasizes the Open Flow of Ideas and Choices, Regardless of Their Popularity
Democratic Schools Organize Social Institutions, Parents, and the Larger Community Collaboratively to Achieve Its Goals and to Solve Society’s Most Urgent Challenges
Democratic Education Is a High Quality Equitable Education and Is Accessible to and Inclusive of All People
Democratic Education Supports the “common good” Through Consensus and Compromise
Concluding Thoughts
Jonathan’s Journey
Gustavo’s Journey
Why Democracy and Education?
Acknowledgments
About the Book
Pillar 1: Democratic Education Emphasizes the Open Flow of Ideas and Choices, Regardless of Their Popularity
Pillar 2: Democratic Education Is a High-Quality Equitable Education and Is Accessible to and Inclusive of All People
Pillar 3: Democratic Education Contributes to the “common good” Through Active Engagement, Consensus, and Compromise
Pillar 4: Democratic Schools Organize Students, Parents, Social Institutions, and the Larger Community Collaboratively to Achieve Its Goals and to Solve Theirs and Society’s Most Urgent Challenges
Freedom Versus Control
Standardization Versus Choice
Autonomy Versus Top Down Decision-Making
Collective Versus Individual Decision-Making
Contents
Notes on Contributors
List of Figures
List of Images
Chapter 1: Introduction
The Global Need for Democratic Education
Why This Book?
Our Approach: What Constitutes a Democratic Learning Environment?
Emergent Framework for Democratic Learning Environments
Book’s Central Questions
Emergent Framework for Democratic Schools
A Roadmap to Explore This Book
Pillar 1: Democratic Education Emphasizes the Open Flow of Ideas and Choices, Regardless of Their Popularity
Pillar 2: Democratic Education Is a High-Quality Equitable Education and Is Accessible to and Inclusive of All People
Pillar 3: Democratic Education Contributes to the “common good” Through Active Engagement, Consensus, and Compromise
Pilar 4: Democratic Schools Organize Students, Parents, Social Institutions, and the Larger Community Collaboratively to Achieve Its Goals and to Solve Theirs and Society’s Most Urgent Challenges
Conclusion
References
Part I: Open Flow of Ideas
Chapter 2: Kopernikus School: Dialogue and Respect for a Democratic Life
Introduction
Where We Come From
About Jenaplan
Multi-age Classrooms
School Circle
Student Parliament
Children’s Voice in Class
Beyond Our School
The Challenges We Face
Final Reflections
References
Chapter 3: Cultivating Democratic Learning Spaces: A Framework for Transformational Civics by HomePlace Collective
Our Origin Story
Democratic Learning Through Transformational Civics
Zooming Out: The Systemic Nature and Urgent Need for This Work
Our Path Forward: Sustaining Hope Through Civics
References
Chapter 4: Alif Layla Arts Center: Dream, Explore, Act
Pre-colonial Education
Current Context of (Un)Democratic Schooling in Pakistan
Alif Layla Arts Center: Purpose and Values
Alif Layla Arts Center: Habits of Mind
Self-consciousness
Critical Thinking
Active Voices Against Injustice and Oppression
Patience and Kindness
Alif Layla Arts Center: Learning and Curricular Requirements
Study an Art Form
Study History of Ideas
Design a Community Advocacy Project
Learn a Regional and a Classical Language
Hands-on Work
Alif Layla Arts Center: Spiritual Learning Requirements
Conclusion
References
Chapter 5: Schooling in Egypt: Reimagined
As of Now, What Does Schooling in Egypt Look Like?
What Would Democratized Schooling Look Like in Egypt?
Habits of Mind
What Challenges Exist on the Path to Achieving Democratized Schooling in Egypt?
What Needs to Happen for This Dream to Become a Reality?
Conclusion
Chapter 6: The Hope of the HOMies
References
Chapter 7: The Globe School
Curricular Framework
Production
The Company
Tech
Business
Assessment
References
Chapter 8: Empathy School: A Democratic, Nature-Based SEL School
Democratic Ideas
Boundaries and Consent
Self-discipline
Setting Boundaries with Our Community
Parents Advisory Council
Supporting our wider community
What Does the Future Hold?
Chapter 9: Building Democracy Through Norms Creation: The Chelsea Public Schools, a District Revitalized
Flexibility and Relationships: The Chelsea Opportunity Academy (COA) Is Born
Building Voice: Creating the COA Rules
Building Agency Through Ownership
Independent Versus Dependent Learners
Reflection from the School
References
Chapter 10: Motivation, Segregation, and Responsibility: The Challenges in Our Way to Grow Equal Citizens in a Democracy
Motivation
Segregation
Responsibility
References
Chapter 11: Starting with Self, Sharing Academic Success, Co-creating the World
References
Chapter 12: Nurturing Lifelong Learning Through Creative Projects
References
Part II: High Quality Equitable Education
Chapter 13: Moving Beyond a Checklist: Community Schools for Democratic Education in California and Beyond
Pillar 1: Integrated Student Supports
Pillar 2: Expanded Learning Time and Opportunities
Pillar 3: Family and Community Engagement
Pillar 4: Collaborative Leadership and Practice
Moving Forward
References
Chapter 14: Calling the Shots: How Each Student Can Flourish with Freedom, Equity, and Community
Chapter 15: Educating Students to Think, Feel and Behave Democratically: Study Hall Educational Foundation (SHEF)—A Magical Space of Possibility
Our Feudal Inheritance
Study Hall Educational Foundation (SHEF): Why It Was Born
Fast Forward to 2022
How Is SHEF a Democratic Learning Space?
In Conclusion
References
Chapter 16: The School Systems Remix: Building Democratic School Systems Through Hip-Hop
References
Chapter 17: Let the Light In
References
Chapter 18: Start with the Learning Plan
Vignette 1
Vignette 2
Conclusion
References
Chapter 19: Mission Hill School: Fostering Creative Storytelling Through Democratic Learning
A Mother and Daughter’s Reflection of Mission Hill School
Our Experience in K1/K2 (First and Second Years of Kindergarten)
The Themed Curriculum
COVID-19’s Effect on the School
Our Experience in the First Grade Classroom
Our Experience in the Second Grade Classroom
Creating Space for Selma’s Gift of Writing
The Closure of Mission Hill School
The Test-Focused District
An Imagined School
Reference
Chapter 20: Building Student Agency One Book at a Time
Conclusion
References
Part III: Common Good
Chapter 21: The Galaxy Belongs to Them: Interests, Agency, and Democratic Schools
References
Chapter 22: With Our Eyes on the Students. City of Berlin School: Keys to a Democratic Transformation
a) Creation of an Innovation Unit
b) Creation of Our School’s Management Team
c) Values as a Pathway to Excellence
d) Student’s Interest at the Core of the Curriculum
e) No-grade Project
f) Socioemotional Linking Weeks
References
Chapter 23: From Being a Student in a Democratic School to Founding One
Fenway High in Boston: A Democratic School
Putnam Avenue Upper School
Vision
From the Ground Up: Challenges and Solutions
Framing Our School
Strengthening Lifelong Democratic Schooling
Conclusion
References
Chapter 24: Lift Every Voice: A Case for Democratic Music Education
Framework for Democratic Music Education
Equitable Decision-Making
Community and Belonging
Agency and Achievement
Open and Guided Communication
World-Shifting Impact
Applying the Framework in a Vocal Music Education Context
Lift Every Voice
Chapter 25: Walkabout: From Disengagement to Radical Engagement
From Disengagement to Radical Engagement, Becoming a Walkabout Teacher
“Your Content Doesn’t Matter”
“Goal Setting Creates Agency”
“Experiential Learning Unites Theory and Practice, Increases Confidence, and Creates Self-Renewing Curiosity”
“Success Outside of the Classroom Reinvigorates Learning Within the Classroom”
“Like Students, Teachers Thrive from Autonomy and Agency”
References
Chapter 26: Coco: A Nomad Learning Experience for Digital Inclusion in the Peruvian Amazon
Education in Peru and the Amazon Region
Coco: A Nomad Learning Experience
Learning, Growth and Community
Intercultural Digital Inclusion
References
Chapter 27: The Seychelles National Youth Service (NYS): Fragments, Thoughts and Reflections on an Experiment in Democratic Education
Seychelles: Political and Historical Context
The NYS: Seeds, Hopes, Plans and Practices
The NYS: The Growth of a Practice
Postscript
References
Chapter 28: Self-authorship and Co-authorship: Democratic Education in Sitka, Alaska
Introduction
Finding Democracy in Storytelling and Narrative
Student Self-governance, Effort, and Ease
References
Chapter 29: BirdHouse: A Wholesome and Joyful Homeschool Co-op
Introduction
Five Democratic Values
Design Features of BirdHouse
Productive Design Tensions
What Do Children Learn at BirdHouse?
How Do We Empower Parents?
The Future of BirdHouse
References
Part IV: Solving Urgent Challenges
Chapter 30: Weaving Regenerative Education: A Reflection from the Pacific Coast of Mexico
Context
Introduction
The Pillars of Regenerative Education
Las Placitas and a Teacher Transforming Education
Walking the Talk of a Regenerative Education
Going Beyond: The Regenerative Education Laboratory (REL)
Final Reflections
Reference
Chapter 31: Baxter Academy for Technology and Science: An Innovative STEM School that Embraces Its Enduring Tensions
References
Chapter 32: Developing Voice in Middle School Through Examining Essential Questions
How Did SEEQS Come to Life?
What Ideas Is SEEQS Based On?
How Do All of These Ideas Fit Together in a School Model?
What Makes SEEQS Democratic?
Town Hall
Course Selection
Project-Based Learning and Long Blocks of Time for Academic Content Courses
Standards-Based Grades
Restorative Disciplinary Practices
Student Ambassadors
Faculty Community-Building (and Community-Maintaining) Time
Faculty Meeting Practices and Protocols
Teacher Leadership Roles
Ongoing and Embedded Professional Development
Co-planning and Preparation Time
Fortnightly Meetings with the School Leader
Guidebooks
What Am I Most Proud Of?
Chapter 33: MATTERS: Laying Groundwork for Creative Practice Rooted in Ecological and Social Awareness, Repair, and Care
What?
How?
Why?
Who?
Democratic Learning
References
Chapter 34: The Story of Artist Proof Studio and the Building of a Democratic Art School in South Africa
Introduction
Ubuntu as a Unifying Value
Is Democracy a Dream Deferred?
What do Students Need to Know?
Conclusion
References
Chapter 35: Recess in a Learning Landscape: An Opportunity for the Development of Democratic Skills
From the Concrete Schoolyard to a Learning Landscape
Schoolyards as a Third Teacher
Different Types of Games in a Learning Landscape
Ayelén School Case: Learning Civic Skills Through Play
References
Chapter 36: A Systemic Approach to Promoting Democratic Education in Schools
AF Schools: Background and Context
A Systems Approach to Democratic Education
Curriculum
Teacher Capacity
School Climate
Parent Engagement
Data-Driven Decision-Making for Continuous Improvement
Leadership
Summary
References
Chapter 37: Raising Glocal Citizens for the Future
Raising a School
Developing a Democratic School in Precarious Times
Goal 1: Democratic Goals
Goal 2: Push for a “Common Good”
Goal 3: Respect the Dignity and Rights of All
Listening to Our Students (2022 and Onward)
Student Voices
Creating an Online and In-Person Learning Community
Raising Glocal Citizens for the Future
Hope for the Future
References
Chapter 38: Ukrainian Refugees in Poland: Two Schools Under One Roof—One Is Offline, the Other One Online
Context: Homogenous? Not Anymore
Introduction: Design, Not Accommodations
Can EdTech Even Help in Building Democratic Schools?
Challenge 1. Generic EdTech Tool: Ukraine Edition
Challenge 2. Two Schools Under One Roof: One—Offline, the Other One—Online
Challenge 3. Language Gatekeeping
Conclusion: EdTech Not for Digital Tracking
References
Chapter 39: Good Trouble Report
Mission
Point People
Schedule
Step 1: First Conferences with the Teacher Volunteers
Step 2: Observations
Step 3: Student Feedback, Session 1
Step 4: Distilling Feedback and Teacher Conversations
Step 5: Second Student Feedback Session, Reflection on Changes, and Additional Feedback
Step 6: Second Teacher Meeting
Evidence
Teacher One
Teacher Two
Teacher Three
Obstacles
Conclusion
Conclusion
Final Thoughts
References
Index