This entire magazine is devoted to the subject of democracy. The responses of many teachers and students to “what is democracy?” are displayed. I ask more questions: Why has democracy disappeared in our country? And can democracy exist in our schools? This nation is ours to mold, create, criticize and raise our voices democratically. As I stand before my class, the definition of democracy I was taught in my youth rings in my ears: a nation of, by, and for the people. This was a fundamental principle on which this nation was built. Unfortunately, those same ancestors were misogynistic white male slave owners. His idea of democracy was never to include all the people. But they were onto something remarkable. I believe that the true potential of democracy, in which people have an informed, legitimate and consistent opinion in the formation of this nation, is something that we must strive for. To that end, I have chosen to fight to make my school more democratic. In fact, my struggle begins within my own classroom where I try to make my curriculum and classroom environment democratic. I cannot say that this is an easy task. Our schools are overcrowded and underfunded. Add to that, a conservative need for artificial and superficial “accountability” that has congressmen, district bigwigs, and administrators scrambling for higher test scores, and my workplace often seems the antithesis. of democracy. However, when I close the door to my classroom, what happens is up to my students and me. As a teacher committed to enacting a socially just curriculum, I believe it is imperative to have a democratic classroom, or one that strives to be democratic. Going back to my sophomore definition (of, by, and for the people), there are many ways I can see democracy being enacted in the classroom: through environmental and control issues and through curriculum and methodology. The desks in my classroom are never in a consistent order. Their patterns differ depending on the activities. For example, a circle is used for whole class readings and community circles, pods are used for group work, and semicircles are used for performances and presentations. But you never see the dreaded straight rows. This inconsistency in desk layout should not imply that I am an inconsistent teacher. Rather, I see myself as a facilitator who constantly helps to focus a democratic education on the students themselves. We as a class must become a community that shares, learns and grows together. Looking at the back of a community member does not allow an exchange of knowledge. In a democracy, every member counts. To begin to understand how to listen to and value each member of the big world, we practiced listening to and valuing each other in our class.
What do I mean that a class should become a community? Community, among other things, means a place where students feel welcome, comfortable, and have a sense of belonging. These feelings allow them to be willing and able to share and take risks with one another. If you think about your own high school angst, you’ll know how difficult this concept is. However, I struggle daily to create community in the class. First and foremost, every Friday we have community circle. This is a place where for half an hour or more we discuss what is right and wrong in class and get to know each other better. These community circles have provoked tears, laughter, anger, and countless other emotions. As students learn to trust each other more, they are more willing to share and learn with each other. Also, as they learn to trust each other, they keep themselves “in check,” effectively eliminating any discipline issues you may have. Creating community in the classroom is not the end in itself. Rather, it is the means to create a space where the study and practice of democracy and democratic principles can take place. I believe that corporations and the myth of the individual (ie “Stand up with your boot straps”, “America the Land of Opportunity”, the myth of the poor immigrant who becomes a millionaire) have overtaken democracy. This acquisition has been systematic and its origins can be traced through the history of racism, sexism and classism. And that is precisely what we study in my class. Now, I am by no means an expert on any of these topics. But my lack of experience is precisely what allows me to be open enough to learn from my students who experience racism, sexism, and classism every day. What do racism, sexism and classism have to do with democracy? For their existence and institutionalization have contributed to denying us our democratic rights both historically and today. To regain these rights, we must understand that they have been taken from us, and then understand how, when, where, and why they were taken from us. To that end, I design lessons in which we investigate these “-isms” in our world today. We investigate these modern realities and, at the same time, trace their history. Much of the history I teach debunks myths and half-truths. Researching textbooks is one of the methods I use. Textbooks help perpetuate our misperceptions by presenting an unrealistic, almost mythical version of history and the American dream. Textbook research leads to a more critical understanding of target audiences and the “purpose” of writing any particular material. This is one of the most effective ways to increase the awareness of my students. Raising awareness is an important step in the fight to bring democracy back into our lives. Once we know what is really going on, it is easier to resist and fight for change.
The focus of education must be the possibilities of tomorrow. Students must be given the ability to read the world while simultaneously learning to empathize with individuals in the world. Role plays, debates, skits and many alternative methods in this regard are the best way to provoke empathy. I believe in my students. I believe that with the right foundation, they will create a better world. I do not teach these historical injustices to be cynical and bitter. Rather, I feel it is vital that students know the truth. In addition to our historical and modern investigations, we also learn about different forms of resistance. By the end of the year, I hope that my students will have a beginning understanding of the power and necessity of groups for positive change. Once armed with the truth and knowledge of the power of resistance, students will be better able to combat and resist our oppressive society. However, knowledge is only part of the equation. Another part is the action. Staying true to the maxim that we learn best when we actually do something, I strive to incorporate action into my curriculum. That is, in our class community we actually practice acts of resistance. These acts can be anything from listening to historical and contemporary songs of resistance, to teaching other students the “real” history of the United States, to organizing against injustices both inside and outside of school. One of the most successful projects we completed this year was making class presentations to other classes and other schools on the topics we were studying in our class. The actual organizing process is a bit risky due to legal issues, but suffice it to say that the opportunity presents itself for students to join a youth organization in their spare time to combat school injustices. After just one semester in our class, my students have gained a much greater understanding of what resistance is and what it feels like to be a part of it. This curriculum is designed to raise my students’ awareness, give them the tools to read the world, and show them role models for change. At the same time, I am trying to develop my students’ confidence in themselves and in others. I often expect my students to take big risks, whether it’s in their presentations, in a community circle, or by asking them to look at the world in a different way. I believe that in a democratic classroom or in a democratic world, it is vital that members are equipped with the power to think for themselves, the ability to critically analyze a situation, and the understanding that they have an important responsibility to a larger group. . These are the things that I practice in my classroom and that I hope my students will practice in their lives. Like any good teacher, my methods, curriculum, and thoughts on the above matters are constantly evolving. I do not present this as any kind of final thought on the subject. However, as my experience and understanding of the injustices we face grows, I become more and more convinced that a truly liberating education is imperative. No matter what great things we accomplish in our classroom community, we must reopen our classroom door at the end of the day. There we face the labyrinth that is our school and all the problems and possibilities that exist there. Unfortunately, my struggle to bring democracy to the broader school environment is not something I can detail here. But rest assured, there is a fight, one that I fight with the help of my students and my colleagues. We are at a very exciting time in the history of this nation. As demographics change so rapidly and our African-American students become a majority in this nation, the possibilities for tomorrow are endless. I hope my students want to be a part of this. The possibilities are there, the moment is ripe, we must work together with our students to bring democracy into our daily existence. This is how democracy looks!