Abstract
In our response to Tilhou’s article published last issue, “The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education,” we share and discuss ethnographic data from Morning Meetings in two U.S. elementary classrooms. We detail ways the democratic potential of Morning Meetings is being cultivated in these classroom communities where one teacher has extended the Responsive Classroom model while the other has developed his own structures. We show how classroom democratic norms are established through humanizing community-building social practices as we argue that Morning Meetings must be understood across time and activities that may have an academic function.
Response to Article
Rebecca C. Tilhou, The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education
Recommended Citation
Boyd, M. P.
, Edmiston, B.
(2021).
Creating Democratic Classroom Communities with Morning Meeting Humanizing Social Practices. A Response to "The Morning Meeting: Fostering a Participatory Democracy Begins with Youth in Public Education".
Democracy and Education,
29
(1), Article 6.
Available at:
https://democracyeducationjournal.org/home/vol29/iss1/6