ABSTRACT
In this final chapter, the second prong of a politico-educational project which holds the Critical Citizen as its aim is presented. In concert with the federated disestablishment of education and state, internally democratic schooling is proposed as the best model of the interactional structure of education to realise the aim of the Critical Citizen. This position is reached by first exploring internally democratic education in more detail, with a particular focus on A. S. Neill and the experiences of Nigel Wright. Then, a host of challenging objections are considered from Amy Gutmann, who argues explicitly against internally democratic school, and John Darling, who sought greater understanding of internally democratic schooling from the perspective of a progressive educator. Then, an ontological assumption that condemns authority to irresolvable conflict with freedom is then suggested as the root of the problem. It is argued that in reconceiving authority as a relational property rather than a unilateral one that the barriers to an effective model of internally democratic schooling are lifted.
