ABSTRACT
A society which makes provision for participation in its good of all members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes. The words and concerns expressed here illustrate that the struggle for democratic public schooling in America has been a multidimensional enterprise, which for over a century has occupied the dreams, hearts, and minds of progressive educators. Hence, critical pedagogy loosely evolved out of a yearning to give some shape and coherence to the theoretical landscape of radical principles, beliefs, and practices that contributed to transformative ideals of democratic schooling in the US during the twentieth century.
