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Are Democratic Classrooms Possible?

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Are democratic classrooms possible?

One of education's aims is to encourage and interest our pupils in learning, even when

it is tough for them. This debate focuses on the hopes and problems that today's teachers face.

Two essential viewpoints will be discussed. First, can today's classrooms strike a balance

between democracy and knowledge of standards? Second, is it feasible to design a classroom

that accommodates each child's unique characteristics and diversity?

The concept that individuals are "naturally curious" and have an "innate desire to

learn"  lies at the heart of democratic and "freedom-based education" (Koonce, 2015, p. 79).

What drives children makes them more interested in learning. According to Koonce (2015, p.

59), Williams contends that the best learning happens under a genuinely democratic system in

which students assume responsibility and freedom to make choices and direct their learning

experiences. The attainment of a classroom that appreciates and adopts diversity is still far

from reality. Racial segregation has been on the headline for the better of the 21st century.

Carter G. alludes that each race has certain gifts that other races do not possess, and therefore

it's virtually right to justify the existence of these races (Brown & Woodson, 1933, p.6).

On the other hand, Gary Clabaugh contends that the assumption that children are

"naturally curious" and would be productive if given a freedom-based education is

unfounded. Among the many dilemmas, teachers face in making a democratic class is

whether to fully implement the new curriculum amid a competitive demand for their

attention. The right balance is not feasible since there is no balance between elementary and

high schools. The implication of trying to strike a balance among the two, results in high

school being the graveyard for student-centered learning (Cuban, 1993, p. 277). He finally

concludes that the voices, choices, and societal changes will have to wait for a more
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democratic American due to public schools lagging. This means that democratic classrooms

remain unattainable and certainly unlikely to happen in the near or immediate future.
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References

Brown, G. W., & Woodson, C. G. (1933). The mis-education of the Negro. The Mississippi

Valley Historical Review, 20(2), 307. https://doi.org/10.2307/1897039

Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms,

1890-1990. Teachers College Press.

Koonce, G. L. (2015). Are Truly Democratic Classrooms Possible? Regent University.