Educational institutions cannot propagate democracy when they are administered and dominated by autocratic powers. (Editor/IR)

Attempts to persuade students that government is ever benevolent are self-defeating; civic education and problem solving suggestions are made. (MF)

The help of 4-H and other community youth organizations is needed as never before if certain kinds of responsibility-developing experiences are to be provided for growing children. (Author/SK)

A former dean of the Faculty of Education at Harvard University discusses his decision to accept the position of headmaster of Phillips Academy in Andover (Massachusetts) and the rewards gained from fulfilling the responsibilities of a principal teacher. (WD)

Argues that forced unionism for teachers and forced union fees are undemocratic. Maintains that teacher unions will represent the interests of their members only when they must compete for membership. (Author/WD)

Citizenship curricula should be broad, realistic, and practical. They should reflect global interdependence and the diversity of American society. (Author)

Addresses arguments about the "hidden curriculum" of the schools and outlines the conflict between democratic politics and "the basic shape of schooling." Available from The American Political Science Association, 1527 New Hampshire Ave., N.W., Washington, DC 20036. (IRT)

If for no other reason than the strong association between education and democratic values, we must give the education system some credit for the commitment of educated people to those values. Available from The American Political Science Association, 1527 New Hampshire Ave., N.W., Washington, DC 20036. (Author/IRT)

Explores the concept of democratic education in the context of mathematics teaching relating to issues concerning democratic citizenship in modern democratic societies and ways of teaching which reflect democratic values. Claims that most mathematics is done in isolation with little social support for its learning. Contains 30 references. (ASK)

Interviews six experienced administrators--three men and three women--in England about their values and leadership styles. Finds, for example, that all appeared to combine different leadership styles with democratic values. (Contains 1 table and 55 references.)(PKP)

Argues for reframing the profession of school leadership based on unifying concepts of social justice, democratic community, and school improvement. Reframing provides context for a subsequent discussion of school leadership in terms of three metaphors: moral steward, educator, and community leader. (Contains 51 references.)(PKP)

Discusses the question of precisely what multicultural education is, noting two interwoven strands: product and process. Notes a variety of ways the classroom can be transformed to consciously reflect this liberating, inclusive process. Clarifies several misconceptions about multicultural education. (SR)

Dewey hoped that democratic schools could teach students to transform society. Many contemporary educational scholars promote similar visions. Notes the unlikeliness of Dewey's practices of collaboration ever directing such broad efforts of social change. Thus, many visions of democratic education may be misleading regarding the kind of strategies…

The benefits of cooperative learning for students of all ages and abilities has been well documented. Recent research points to interracial learning teams as one way to organize classrooms striving for multicultural harmony. For programs to succeed, a society's mainstream members must value multicultural education as a positive factor in a…