Education and Democracy Flashcards
internal democracy can be at odds with democracy in the community outside the school: ‘The administrator who decides to run a democratic school may, therefore, be _________ ____ ________ of the board. And that authority is democratic authority.’
(Strike et al, 2005)
internal democracy can be at odds with democracy in the community outside the school: ‘The administrator who decides to run a democratic school may, therefore, be subverting the authority of the board. And that authority is democratic authority.’
(Strike et al, 2005)
The point here is that democracy is not just about who has the ________ to make decisions, and about the _________ by which they are to be made. We can also speak of a democratic form of society, of democratic relations between people, and of a democratic ethos or culture.
(Strike et al, 2005)
The point here is that democracy is not just about who has the authority to make decisions and about the procedures by which they are to be made. We can also speak of a democratic form of society, of democratic relations between people, and of a democratic ethos or culture.
(Strike et al, 2005)
democracy and equality are not __________ values but are intimately _______. Strike, Haller and Soltis (????) consider that the fundamental justification for democracy is that it shows _______ for persons.
democracy and equality are not opposing values but are intimately related. Strike, Haller and Soltis (2005) consider that the fundamental justification for democracy is that it shows respect for persons.
in Harber and Davies’s (2005) discussion of democratisation in developing countries the ideas of ______ and ______ for all are a strong theme. Even where equality is not explicitly mentioned, it is often ______.
in Harber and Davies’s (2005) discussion of democratisation in developing countries the ideas of equality and respect for all are a strong theme. Even where equality is not explicitly mentioned, it is often implicit.
If the reasons for adopting democratic forms were only ______________, then changing circumstances, or different evidence about effectiveness, could lead to a change of _____. Such a principal would not be motivated by any deep commitment to democratic _____; he or she would indeed be treating democratic leadership as just one style among others. The democracy in this principal’s school might be rather artificial or ________, like the ________ collegiality (Hargreaves, 1994).
If the reasons for adopting democratic forms were only instrumental, then changing circumstances, or different evidence about effectiveness, could lead to a change of policy. Such a principal would not be motivated by any deep commitment to democratic values; he or she would indeed be treating democratic leadership as just one style among others. The democracy in this principal’s school might be rather artificial or contrived, like the contrived collegiality (Hargreaves, 1994).
Instrumental reasons for valuing democracy can be contrasted with _______ reasons (Woods, 2005). We have ________ reasons for valuing democracy if we see it as the ____ way of organising a society or an institution that is compatible with human autonomy, dignity and equality. A leader who sees democracy in this way will be constantly striving for the _________ of democracy, even though other forms of organisation and decision making may be easier or more effective towards instrumental goals.
Instrumental reasons for valuing democracy can be contrasted with intrinsic reasons (Woods, 2005). We have intrinsic reasons for valuing democracy if we see it as the only way of organising a society or an institution that is compatible with human autonomy, dignity and equality. A leader who sees democracy in this way will be constantly striving for the development of democracy, even though other forms of organisation and decision making may be easier or more effective towards instrumental goals.
Fully worked through, a democratic approach to educational leadership is a _______ approach, as Woods makes clear.
(Woods, 2005)
Fully worked through, a democratic approach to educational leadership is a radical approach, as Woods makes clear.
(Woods, 2005)
Starratt’s (????) conception of the implications of democratic leadership to cover factors both of structure and decision making and also of culture and ethos: ‘When I speak about democratic leadership, I wish to include both the political and more ‘socio-cultural’ senses of the term.’ and lists that this leadership would:
-reflect the local context
-establish consultative procedures and processes to involve stakeholders
-expect conflicting opinions to make deliberations richer
-willing to critique decisions
-expect regular evaluation of decisions against intended effects
-decision and purpose align
-exhibit mini society
-individual and group learning projects to contribute to schl and community
-processes and procedures in functioning that address problems around democ living
-reconciliation processes and prevention
-spaces to hear all
-allow students/staff to self-govern own affairs
-Teach democracy within society
-reward contributions, achievements
-instil long term development of democracy
-recognise mostly do’t know what doing, that there’s always someone who disagrees with you.
Starratt, 2003
An individual leader may be able, gradually and patiently, to set an institution on the road towards becoming more democratic (Woods, 2005) but the development of democracy by its nature must depend on the input of _____ ____ ___ _______. A school principal, then, needs to be able to ‘______ ___’ (Woods, 2005, p. 108), not trying to ______ everything that happens in the school, and allowing teachers to make many decisions for themselves without ___________ them.
An individual leader may be able, gradually and patiently, to set an institution on the road towards becoming more democratic ( Woods, 2005) but the development of democracy by its nature must depend on the input of more than one person. A school principal, then, needs to be able to ‘back off’ (Woods, 2005, p. 108), not trying to control everything that happens in the school, and allowing teachers to make many decisions for themselves without contradicting them.
Advocates of democratic leadership are as likely as any other thinkers on leadership to point to the importance of a ______ _____ for a school. But in the context of democracy this cannot be just any; it must be ‘a ______ _____ of _____________ aims and practice’ (Woods, ????).
Advocates of democratic leadership are as likely as any other thinkers on leadership to point to the importance of a shared vision for a school. But in the context of democracy this cannot be just any vision that is shared; it must be ‘a shared vision of democratic aims and practice’ (Woods, 2005).
there is at least a risk of a leader’s ________ vision being imposed on followers. If this happens it is ___________ with democracy. Democracy has to allow the possibility of dissent. Hence, as Woods notes, ‘There is a tension between the proper need for a ______ sense of purpose and values, on the one hand, and facilitating democratic ________, _________, and _______, on the other.’
(?????)
there is at least a risk of a leader’s personal vision being imposed on followers. If this happens it is incompatible with democracy. Democracy has to allow the possibility of dissent. Hence, as Woods notes, ‘There is a tension between the proper need for a shared sense of purpose and values, on the one hand, and facilitating democratic difference, questioning, and dissent, on the other.’
2005
Just as in democracy at state level, a democratic organisation needs not just toleration of dissent, but ‘the explicit _______ of the capability for __________ dissent and _____ opposition’ (Woods, 2005
Just as in democracy at state level, a democratic organisation needs not just toleration of dissent, but ‘the explicit valuing of the capability for constructive dissent and loyal opposition’ (Woods, 2005
when the shared vision is a _________ one, and this permeates the _____ of a school, the school will be a community that is democratic in spirit. Within such a school, each classroom may also be a democratic community (Sergiovanni, 1994)
when the shared vision is a democratic one, and this permeates the culture of a school, the school will be a community that is democratic in spirit. Within such a school, each classroom may also be a democratic community (Sergiovanni, 1994)
A community, even one with a shared vision, is not necessarily a ________ community. Think, for instance, of religious communities such as monasteries and convents.
A community, even one with a shared vision, is not necessarily a democratic community. Think, for instance, of religious communities such as monasteries and convents.
