ABSTRACT
Most nations are currently giving renewed attention to educational policy. Much of the discussion is strongly influenced by rhetoric about the ‘real’ goals of schooling, but all too often slogans, such as ‘leave no child behind’ and ‘education for the global society’ mask important underlying and conflicting questions of purpose. These slogans lack even the virtue of being code words for larger or more coherent conceptions of democratic education. The main purpose of this chapter is to render the concept of ‘democratic schools’ more problematic than resolved. The concept is subject to many meanings, even in countries that view themselves as ‘modern democracies’. The multiple meanings of democracy become even more evident when we look at schools and schooling as an example. The implications for how we conceptualise effectiveness and approach improvement are far reaching.
