It is difficult and contentious to describe a democratic school. However, we can often
begin to picture a democratic school by asking questions like: what are the characteristics
of democratic schools? What would you look for if you were visiting a democratic
school? (Carter, Harber and Serf, 2003). MacBeath (2004:21) points out four basic
characteristics of a democratic school as:
Relationship and how we treat and value each other;
The equal value of all people, irrespective of gender and backgrounds; Respect and understanding of differences between people;
Rights and responsibilities in a democratic society.
MacBeath argues that identifying these values within school has to be understood from
the local context to the wider global community in which young people are expected to
value democracy and to become world citizens. Schools, as an integral part of the
community, should be an obvious venue for fostering young people’s understanding and
experience of democratic participation (Hart, 1992). There is therefore the need for
structures and processes within the school organisation that help pupils to acquire
knowledge, skills and value for democratic citizenship. There is therefore the need for
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Davies (1995:108) defines an ‘indicator’ as “an item of information relating to school practice which reveals the extent to which wider goals are being addressed and met. It is a
sign, a symbol, an operationalising of values”. She then provides a list of indicators that could be used as a checklist to assess the progress of a democratic school:
Structure:
Presence of a School Council
Number of (a) elected positions, and (b) rotating positions in the school Presence of system of grievance procedures
Presence of student newspaper or bulletin Decision-making:
Number of decisions taken by School Council actually implemented Number of people involved in major decisions
Proportions of rules decided by the student Instances of group decision-making
Practice in democracy:
Number of questions raised by students during a lesson Number of people using grievance procedures
Instances of pupils choosing to work co-operatively
Instances of open negotiation and compromise over running of school Presence of real or mock elections or referenda
Autonomy and taking responsibility:
Number of students voluntarily using library or resource centre Number of students suggesting work to be done
Number of students and staff organising extra-curricular activities Community work, community change
Preparation for active citizenship:
Staff knowledge of contemporary political scene, structure and leaders Students’ knowledge of above
Students’ confidence and ability to express opinion Number of students articulating their concerns
(Davies, 1995: 110)
The above list provides a suitable guide for this enquiry but some items on the list may
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to provide a list of indicators for a democratic school, although they have little or no
known experience in democratic schooling. They outlined the ideas below as some of the
indicators that should be visible in a school:
There should be cordial relationships between leadership and those who are ruled, that is relationships among staff members, among students, teacher/student, teaching/non-teaching staff, and school/community.
Students are able to take decisions on their own, accepted and acted upon by the teaching staff.
A situation where students are not confined to particular activities and they do not live in fear.
When school authorities do not impose issues on students (non-autocratic authority).
A situation where everybody plays their role to make the system work (no discrimination).
Use teaching methods where students are allowed to ask questions. The atmosphere within the school set up, how happy the students are.
Students’ commitment to their training and the general philosophies of the institution and teacher commitment as well.
If students are able to choose their leaders.
When students have a say in what goes into the syllabus.
(Agyemang, 2007:49)
These comments show further understanding of some teacher trainees in Ghana of what a
democratic school might look like. Unfortunately this rich knowledge is not likely to be
replicated in their practice after teacher training since there is no clear cut policy in the
Ghana education system that promotes the practice of democracy in basic schools,
although there is a subject called Civic Education in the basic school curriculum.
Students are also unlikely to experience democratic organisations and relationships in
their teacher education.
Critically reflecting on these indicators provides us with clear links between developing a
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improvement. Democratically run schools can facilitate these improvements: rules are
kept better since students are involved in making them; there is a more effective and
frequent communication system; students take responsibility therefore reducing teachers
workload; there is improved behaviour and self-discipline; there is greater confidence and
discussion and leadership skills of pupils and the general climate of the school becomes
friendlier (Davies, Harber and Schweisfurth, 2005). We can therefore describe a
democratic school as a school where students have a voice and these voices are structured
and organised in a meaningful way, in order to promote student participation in their own
learning and contribute to creating a suitable atmosphere, conducive for effective
teaching and learning. I therefore explore structures for student participation in decision-
making in schools in the following discussion.