Challenges of Making Space for Education for Democracy Through Democratising School

This paper explores the conditions under which democratic ideals and values can be effectively learned through everyday school practices, as well as the key challenges involved in creating and sustaining such conditions. Rather than treating democracy solely as curricular content, the paper focuses on how democratic or undemocratic practices are embedded in school culture, teacher–student relationships, and institutional structures. Particular attention is given to how power relations, participation, and decision-making processes within schools shape students’ lived experiences of democracy. The paper also addresses the regulatory frameworks and professional competence requirements that influence schools’ capacity to work with democratic education. These include expectations placed on teachers and school leaders, as well as tensions between traditional hierarchical governance and participatory leadership practices. Drawing on illustrative case examples, the paper demonstrates how schools can align pedagogical approaches, organizational routines, and leadership practices with democratic values. The paper highlights that when democratic principles are consistently reflected across classroom instruction, school governance, the engagement of parents and family, and collaboration with external actors, schools can create coherent learning environments in which democracy is both taught and practiced. In such contexts, students, teachers, school leaders, and families engage in democracy as a daily, shared practice rather than an abstract ideal. The paper concludes by arguing that embedding democracy in school life supports lifelong learning and contributes to the education of active, reflective, and engaged democratic citizens of all ages.