ABSTRACT

The chapter adopts a broad conception of democracy, one that goes beyond recent conceptualisations that align democracy with ‘the freedom of individuals [or governments] to decide on their own on actions to pursue their own purposes’ (Nikolakaki, 2016:87). Dewey (1922) suggested that democracy is more than the pursuits of individuals or governments. It is also a process whereby individuals and government partner with each other as they work toward optimal conditions for societal growth. As such:

A democratic society is precisely one in which the purpose of education is not given but is a constant topic for discussion and deliberation . . . [however] the current political climate in many Western countries has made it increasingly difficult to have a democratic discussion about the purposes of education.