ABSTRACT

In the United States, the relationship between eff ective education and political democracy is generally viewed as “a given.” Many citizens and their representatives view an eff ective education system as the foundation of a vibrant democracy. While educational opportunities of various sorts can support democratic purposes and strengthen democratic processes, historically, philosophers, policymakers, and publics alike have singled out the public school system as the institution that is expected to equip and inspire students to assume their civic responsibilities, become informed participants in the governance of their communities, and contribute to the creation of the good society, however that ideal may be defi ned. Individuals and groups disagree about how to accomplish those broad objectives; but, few citizens dispute the major premise-public schools have a critical role to play in the creation of a responsible, productive, and engaged citizenry and the development of a vital, responsive, and durable democracy (Guttman, 1999; Westheimer & Kahne 2003; McDonnell, 2000; Rothstein, Jacobson, & Wilder, 2008; Soder, 2004).