The article by Collins, Hess, and Lowery (2019) explores struggles teachers faced in order to pursue Deweyan educational practices. This response proposes that even more is needed for a critical educational practice, called “strong democracy.” Such an approach requires addressing and countering the White supremacist legacy of U.S. capitalism and U.S. education. The article advances examples and various projects in strong democratic education.

Response to Article

Julia Collins, Michael E. Hess, and Charles L. Lowery, Democratic Spaces: How Teachers Establish and Sustain Democracy and Education in Their Classrooms