ABSTRACT
This chapter focuses on the terms complexities and fostering democracy, because this book explores the complex layers of classroom authority and because a key function of classroom authority is fostering democracy as a classroom ethos in which students learn. From time to time, all educators have challenging classes, meet students with whom they must work extra hard to build a relationship, or face internal and external barriers they must overcome before they can fully authorize themselves to teach. These factors not only contribute to the complexity of teacher authority, but they are also foundational to the stories teachers tell about themselves, about their teacher identity, and about the processes by which they authorized themselves and their students to teach and learn together. Democratic education in which all students flourish will help prepare citizens for what will likely be some difficult times ahead. Indeed, it may well be an increasingly important antidote for sustaining our democracies.
