ABSTRACT
This chapter explores the extent to which practices in Australian schools reflect democratic ideals. It presents a justification for building more democratic practices in schools. The chapter suggests that principals in particular, through their leadership, management and organization of schools can exercise a substantial influence on the extent to which their schools are democratic. Elements of democracy are reflected at classroom level in two ways — through curriculum subject content and the teaching-learning process. Teachers and principals are often ambivalent about fine but important differences between consultative and democratic decision-making. A principal who is goal-driven but neither too authoritarian nor too democratic, and is able and willing to share ownership of the school with colleagues is important. Building more democracy into the curriculum and school organization at both classroom and whole-school levels demands an ability to promote change.
