Building Democracy In Our Schools and Families

Tim Graves, M.S.Ed.

This article was originally published in the summer 2002 issue of The Free School IDEC Magazine.  The magazine was part of an effort to bring the International Democratic Education Conference to the United States for the first time in 2003.  Mr. Graves' fifteen-year-old son, Isaac, was the editor of the issue.

My community college classes are designed for students interested in teaching in early childhood (birth through grade two) and elementary (first through sixth grade) programs.  Students are placed in local community schools as student teachers for each of their four semesters.  I place students in Head Start programs, public school classrooms, parent cooperative nursery schools, child care centers, family day care homes; rural, urban, and suburban settings; settings for infants, toddlers, preschoolers, and primary-age children.  I also send students to the local Free School.

Upon return from the first day of student teaching, we typically sit around and discuss experiences.  Students comment on their placements:

"My cooperating teacher, Mrs. Smith is really nice."

"The kids were so cute."

"Everything is so organized."

"Ms. Sanders was so respectful when…"

"I think I'm going to like this placement better than last semester."

"The assistant teacher, Miss Jones seemed a little rough when Suzy…"

"Mr. Cooper was really good with the kids.  I liked the way he…"

I listen.  I ask questions such as, "What do you think Miss Jones was trying to accomplish?  What about her actions made you feel uncomfortable?"  Sometimes, I share some of my own experiences with children.  As a teacher I have multiple reasons for encouraging this discussion:  1.) I want students to openly share with me, 2.) I want students to analyze what educators and parents do with children, 3.) I want students to be exposed to many educational perspectives, and 4.) I want students to think for themselves.   I let the discussion take its natural course and then the student teachers from the Free School speak, "I want to talk about the Free School.  It's really weird."

And in a few minutes, despite any attempts I might make, the entire class is leaning forward in their seats, engrossed and enraptured in a discussion that includes comments such as:

"The kids are all over the place."

"The kids swear!"

"Nothing ever happens."

"Too much is going on.  I can't focus."

"How am I going to get my assignments done?  What if the kids don't want to do my activity?"

"How do they learn anything?"

"I wish I could have gone to a school without homework."

"What about the fifth grade test?  Don't they have to take it?"

"Do their parents know that?

The very idea of the Free School shocks many students.  They struggle to make sense of it.  Some students immediately reject the idea of giving children "too much choice" but most attempt an open attitude and strive to understand.  (I suspect that with some students this is because of my power as the teacher and that they know my own children are graduates of the Albany Free School.)  In subsequent semesters, many students request a student teaching assignment at the Free School but a sizable number also make it clear that they would be uncomfortable and "please" don't make them go there.

Why does the Free School elicit such strong reaction?

Obviously, one of the reasons that the Free School elicits such strong reactions is because it is completely and totally out of their realm of experience.  Piaget characterized the learning process as one in which the individual--being thrown into disequilibrium when faced with an unusual experience—must fit that new experience into what they know or struggle to adjust their schema (or way of viewing the world) to include the new experience.  The Free School has shattered many schemas among my students.

Unfortunately, I am afraid that despite all of the patriotic hype about freedom and democracy in the United States since 9/11 most American schools do not seem to tolerate, let only encourage, democratic ideas and skills.  At its core, democracy is about shared power and control.   Shared power and control indicates that both adults and children, teachers and parents, and even administrators share control over decisions that matter most to them.  I believe this is why my students are so surprised by the Free School.  They have never before seen a school where children share control with adults.  I suspect some who adamantly reject this notion of child freedom, feel threatened.  That is, they are just now reaching adulthood and looking forward to taking control of the school. 

Many of the programs in which I place student teachers are excellent programs that value the individual and allow choice and control among the children.  Interestingly, this seems to be less true as the children get older.  For example, we may allow a three-year-old to play in the area of the classroom of her choice but we insist that a first grader sit at his desk and complete assignments in sequential order as dictated by adults.  Even with skillful teachers who value children—and there are many—much of the power and control is in the hands of people outside of the classroom creating a situation in which neither teachers nor children feel part of a democracy. 

How do we help to grow democracy in our schools and families?

If we are to grow democracy in our schools and families, we must embrace several assumptions and act upon them in all of our interactions. 

Believe in democracy and in children.

Democracy is about shared power and control and is desirable.  As adults we don't always get our way nor should we.  Five years ago, I had a new car.  I decided no one should eat in it.  My family was taking a long drive and each time we took a rest stop, I made everyone wait until they were finished eating before getting back in the car.  It didn't take long before my wife and the children rebelled.  I was out-voted and acquiesced.  I gave in because I believe in democracy. 

In many of the classrooms I have observed, the most democratic activity I have seen is students holding a mock election on favorite foods.  As teachers, we must do more than hold mock votes on favorite foods to instill the ideals of democracy; children need experiences with control of the things in the school that matter to them: what they do with their time and what they learn.  In A Dominie in Doubt, A.S. Neill describes a boy who after a lengthy time of nonparticipation, approached him and asked to learn about writing.  "This is my ideal of education; no child ever learns a thing until he wants to learn it.  That lad picked up all he wanted to know about stops in half-an-hour.  He was interested in stops because he wanted to write better essays."  (Neill, p. 410) It is humbling but true: no adult can force a child to learn anything.

Allow children the freedom to construct their own knowledge.

Children and adults learn through "constructing their own knowledge" or put plainly, figuring it out for themselves (Piaget.)  During the fourth grade my son Isaac said to me, "I don't think I'm learning anything at the Free School."  The panic within rushed to the surface; if truth were told I worried at times about it, too.  "Oh, why do you say that?" I asked and listened.  When he seemed to need reassurance, I began quizzing him about various facts, all of which he knew.  Apparently he was not fully convinced because he ultimately decided that he would like to try our local public school.  After a little over a year at the public school, he returned to the Free School.  Isaac had to convince himself that he was learning at the Free School.  He had to figure it out for himself; I'm glad I was able to let him.

Practice respect from birth making it a habit.

Respect for individuals is a core value of democracy.  Magda Gerber, the founder of Resources for Infant Educaring (RIE), was asked if she would like to hold a baby and replied, "Do you think the baby would want to be held by me?" (NAEYC) I contend that if we respect and listen to an infant—who is clearly resisting or saying "no" by his body language that he doesn't want to be held—we are teaching the core of democracy.  As parents and educators, the habits and attitudes that we practice with infants are the beginning of relationships that encourage democratic ideals and values.

Take the steps you are able to take.

At forty-something I am not convinced I am going to change the world as substantially as I once thought.  I do still believe that the steps I can take make a difference and ripple outward.  As a parent, I attempt to practice what I preach about democracy by sharing control and power with my son and daughter.  When I make mistakes, I apologize and try again.  As a parent, I use my power to support my children in their drive to promote democratic education both with my son who is involved with the International Democratic Education Conference, and my daughter who is beginning her studies to become a teacher.

As an educator, to keep my job at the state-financed community college, I must do certain things.   I must give grades even though I believe they hurt the learning process.  I must meet the goals and objectives for each class even if other learning needs emerge from my students.  Yes, I have to do certain things but I believe in democracy and promote freedom of expression; I focus on the learning instead of the grades; I create an environment of respect; and with the help of my students I find ways to incorporate their emerging interests into the preordained curriculum.

Approximately twelve children from the Albany Free School visited my college classroom at the end of last semester.  I was inspired and hopeful for the future of our world as I watched my students—future teachers--leaning forward in their seats, fully engaged as the "free-schoolers" demonstrated a council meeting (used for resolving conflicts), answered questions, and explained from a personal perspective how important a democratic education can be.  Not that I needed proof; I've seen the result in the people my children have become.

REFERENCES

NAEY NAEYC. (1984). Seeing infants with new eyes. [Motion picture]. Washington, DC: NAEYC.

Neill, A.S. (1975).  The dominie books of A.S. Neill.  New York: Hart Publishing.

RIE. (2001). Resources for infant educarers. Retrieved July 26, 2002 from www.rie.org

RELATED LINKS

Free School. (2004).  The Albany Free School.  Retrieved January 4, 2004 from http://www.albanyfreeschool.com/

Free School. (2002). International Democratic Education Conference.  Retrieved July 30, 2002 from www.albanyfreeschool.com/idec.shtml

Graves, Isaac. (2003). Democratic education: an alternative to public schools.  Retrieved January 4, 2004 from http://www.educationrevolution.org/demedarticle.html

Gribble, D. (1999). IDEC: A description.  Retrieved July 30, 2002 from http://www.edrev.org/archives/IDEC-info.htm

International Democratic Education Conference 2003.  www.idec2003.com

Mintz, J. (1999). IDEC conference notes: The 7th Annual International Democratic Education Conference:  Summerhill School, Leiston, England (July 23-26, 1999). Education Revolution.  Retrieved from http://www.edrev.org/archives/IDEC-99.htm

Tamariki School. (2002). IDEC conference update. Retrieved July 30, 2002 from http://www.tamariki.school.nz/

©Copyright, 2002 Timothy R. Graves. All Rights Reserved. Permission to reproduce for use with parents and families of young children is granted provided no financial gain is involved and this copyright notice is included. Mr. Graves would appreciate any feedback and knowing how and when you use this document. Please let him know by writing Training Wheels for Early Childhood Education at 1981 Decatur Avenue Wheeling, WV 26003 or sending an e-mail to timgraves@trainingwheels4ece.com. Additional articles and handouts can be found at www.trainingwheels4ece.com