Democracy in the Classroom: Cultivating Citizenship through Curriculum Öffentlichkeit

Abstract

This thesis explores the pivotal role of schooling in addressing democratic challenges by advocating for the integration of democratic principles into school curricula. Drawing upon interdisciplinary research in philosophy of education and political and social theory, this thesis examines the intricate relationship between education and democracy, arguing that an effective democracy relies on an informed and engaged citizenry cultivated through purposeful educational experiences. By critically analyzing these challenges, the thesis identifies the urgent need for transformative educational practices that prioritize democratic values, critical thinking, and civic participation. Through an exploration of key concepts in democratic theory and educational philosophy, including the nature of democracy, the purpose of schooling, and the role of educators, this thesis lays the theoretical groundwork for the development of a democratic curriculum. Building upon this theoretical foundation, the subsequent sections delve into practical considerations for implementing democratic education, including curriculum design, pedagogical strategies, and the cultivation of democratic school cultures. Central to the argument is the assertion that teaching democracy goes beyond the transmission of information; it involves fostering a culture of dialogue, empathy, and ethical reasoning that empowers students to become active agents of social change. By integrating democratic principles into every facet of the educational experience, from classroom discussions to community engagement projects, schools can serve as laboratories for democracy, nurturing the skills and dispositions necessary for democratic citizenship. The thesis concludes by reflecting on the broader implications of democratic education, including its potential to challenge entrenched power structures, foster inclusive communities, and reframe societal narratives around schooling and democracy. Through a critical examination of potential objections and alternative perspectives, this thesis seeks to contribute to ongoing debates in education policy and practice, advocating for a more equitable and participatory vision of education that aligns with the principles of democracy. 

Table of Contents

Introduction.................................................................................................................................... 2

Part I: What is Democracy?..........................................................................................................4

Part II: Why Teach Democracy?..................................................................................................6

Part III: How Do We Teach Democracy?.................................................................................... 9

Part IV: What Does A Democratic Curriculum Look Like?................................................... 19

Democratic in Structure: Free Schools.................................................................................... 19

Democratic Knowledge........................................................................................................... 23

Student Experience of the World............................................................................................. 28

Bringing it All Together...........................................................................................................34

Part V: So What?......................................................................................................................... 36

Democracy as Good.................................................................................................................36

Teaching Democracy Teaches Care......................................................................................... 37

Teaching Democracy Teaches Values, Community, and Growth............................................ 40

Changing the Schooling Narrative...........................................................................................44

Rethinking Schooling Practices............................................................................................... 48

Conclusion.................................................................................................................................... 53 Bibliography................................................................................................................................. 57 

About this Honors Thesis

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School	Emory College
Department	Philosophy
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Education, Pedagogy Education, Philosophy of Philosophy
Stichwort	Community Democracy Citizenship Education Growth School Humanization Pluralism
Committee Chair / Thesis Advisor	John Stuhr, Emory University
Committee Members	Jessica Wahman, Emory University Peter Wakefield , Emory University

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