Abstract
Educators frequently claim that the projects in which they are involved are democratic. However, considering the multiple and often conflicting notions of democracy and democratic education, are there any shared understandings of what either of those notions means? Does the claim that a project is democratic carry with it any shared assumptions, commitments, or obligations? In this response, I extend the conversation started by the authors of that article by proposing a critical democracy audit of their education project, and I offer a preliminary collection of questions, developed from recent literature on democratic education, that might be considered for use in such an audit.
Response to Article
Cory A. Buxton, Shakhnoza Kayumova, and Martha Allexsaht-Snider, Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools
Recommended Citation
Greene, K.
(2013).
Critical Democracy Audits. A Response to "Teacher, Researcher, and Accountability Discourses: Creating Space for Democratic Science Teaching Practices in Middle Schools".
Democracy and Education,
21
(2), Article 6.
Available at:
https://democracyeducationjournal.org/home/vol21/iss2/6