ABSTRACT
Within a context of worldwide moves towards democratization of political systems would go a parallel concern about democracy in education. Political and economic democracy are seen as central to development or transformation (Leftwich, 1996; Mehbrahtu, Crossley and Johnson, 2000), even if there is contestation between or within countries about definitions of democracy and about the types of participation, representation, decentralization or equity seen as viable ( Davies, 1999). This chapter examines firstly the extent of democracy in teacher education in a range of countries, and secondly the possible dimensions of a democratic teacher education institution and system. It moves on to consider the processes through which teacher education institutions can democratize; this highlights some contradictions in control and implementation, and uses experience in the Gambia as an example.
