This response to “Democratic Teaching: An Incomplete Job Description” explores the intellectual work that teachers must do to achieve the goal of preparing citizens for a flourishing democracy. This piece analyzes the rigor of such a teaching task and asks questions about what it means to engage in the intellectual work of teaching for democracy. Public perceptions of teaching as an intellectual practice and the impact this has on teaching as both a profession and element of fostering democracy are explored.

Response to Article

Rachel Bradshaw, Democratic Teaching: An Incomplete Job Description