In lieu of an abstract, here is a brief excerpt of the content:

111 Section 1 Educational Leadership for Democratic Purpose: What Do We Mean? Carl D. Glickman Democracy is a word much used in education in the United States by educational leaders, yet it is rarely de¤ned beyond general statements. The importance of de¤ning democracy and determining compatible educational practice is critical to school success. In this essay, four de¤nitions of democracy are examined. The author then articulates his own de¤nition and makes a case for a participatory, community-oriented democracy achieved through school and classroom structures and activities. The essay concludes with the need for educational leaders to develop their own working de¤nition with others in a school community to provide ongoing guidance to classroom and school renewal. The perennial question of public educators always should focus changes on what public schools should educate for. Recently I presented a commencement address at a college graduation ceremony on the topic of education and democracy. After concluding with the need to keep education rooted in the spirit of American democracy, the majority of the audience gave a warm round of applause. On the other hand, a Native American woman in the audience came over to the speaker and privately, but adamantly, expressed discomfort with the use of the word democracy. She asserted that American democracy meant to her the systematic exploitation and eradication of her people. She made a most convincing point about the need for educators to carefully articulate what they mean by the word. I ¤nd this issue of de¤nition extremely interesting, complicated, and exciting . I have grappled with others of different racial, cultural, religious, and ethnic experiences over the past two years. For example, the writer, John Oliver Killens (1996, p. 108) explains why many African-Americans do not see the word in the same way as European-Americans: . . . the sooner we face up to this social and cultural reality, the sooner the twain shall meet. . . . Your joy is very often our anger and your despair is our fervent hope. Most of us came here in chains and most of you came here to escape your chains. Your freedom was our slavery, and therein lies the bitter difference in the way we look at life. 112 Carl D. Glickman I wish to make clear to the readers that as I examine the issue of de¤nition, educational leadership, and appropriate practice, I am speaking of the word in the context of the United States of America (USA). I welcome readers of other countries to determine if this examination is of similar value to de¤ning their own purpose of education. I do not assume that it is nor that it should be. What do I mean by education with a public purpose? How do I de¤ne democracy ? And what should be the central practice of schools and educational leadership ? In this essay, I will examine different conceptions of democracy and what, in my opinion, are essential understandings to the future work of educational leadership and school renewal in the United States. Definitions of Democracy There are a number of ways to de¤ne democracy. A former student of mine, political theorist Doug Dixon (1997), explains three conceptions of democracy: liberal, participatory, and community. Liberal democracy is the belief in a republican government of elected representatives , government of¤cials, legal structures, and expert consultants who make decisions for citizens. A bureaucracy and hierarchy of government agents are necessary to govern. Citizens at large are capable of determining their representatives from election to election but do not possess the time, interest, knowledge, and intelligence to deliberate and solve issues for themselves. Thus, the rule of majority vote through elections and referendums is the key to sustaining society and ensuring the rights and responsibilities of individuals. Participatory democracy is the belief in active participation of citizens in the ongoing deliberations and decisions of representative, republican government. It is assumed that citizens are as intelligent as those they elect and those who are appointed as civil servants. The solicitation, initiative, and involvement of citizens in public forums, ad hoc committees, and task forces to help shape government decisions are critical to the success of society. Thus, the focus of participatory democracy is not simply elections where voters determine preselected choices, but instead, having citizens deliberate and shape the choices and consequences of decisions. Community democracy is the belief that society is largely improved by how citizens live in everyday, personal interactions. The concern is not with particular...

Share