Democratic Participation in Education refers to Steve Hargadon's framework arguing that education, like governance, should involve active, self-directed engagement and decision-making from students, parents, and educators at all levels. This concept emerges from Hargadon's core belief that education should mirror democratic processes rather than operate as a system of control and mandated outcomes.

Theoretical Foundation

Hargadon's framework centers on the principle of agency

• "the ability to choose and act for oneself"
• which he identifies as "both the bedrock principle and our highest aspiration for how we should treat others in a democratic and free society." He argues that the ultimate goal of education should be "to develop the ability for students to take responsibility for their own lives and become increasingly self-directed and productive, first for their own benefit and then for the benefit of society as a whole."

This approach explicitly rejects what Hargadon calls "systems of control and forced compliance," which he describes as "tempting shortcuts that have unfortunately become the basis of many of our prominent educational philosophies." Instead, he advocates that "modeling learning, rather than compulsion, should be the primary form of learning influence."

Democratic Parallels in Education

Central to Hargadon's concept is a direct parallel between educational and democratic governance. He argues that "education should not be something that we allow to be owned, controlled, or mandated by any particular group, for as such it becomes a form of power and a means of enforcing compliance and removing agency from others."

Drawing this comparison explicitly, Hargadon states: "Education, like democracy, should be seen as a process involving the general public at all levels, and not seen as an dictated outcome." He emphasizes that "our narrative for governance is democratic participation, and describes a process of open and engaged decision-making at every level of society--the process of which is more important than the particular decisions that are made."

The Educational Application

Applying this democratic framework to education, Hargadon argues: "Our narrative for education should be the same: that participation, self-direction, and active engagement are more important than mandated curricula, and they should be taught and nourished. This is true for students, parents, and educators alike."

This participatory approach recognizes "active individual participation in decisions that affect us" as "a right," "a fulfillment of our individual capabilities," and "a protection against unjust rule." Hargadon connects this to broader democratic values, noting that "learning is a form of personal and community power, and that there is a direct connection between independent thinking and the health of a free society."

Critique of Current Systems

Hargadon's framework emerges partly as a critique of existing educational approaches that he sees as undermining democratic participation. He observes that "current expectations for conformity and compliance, not limited to the educational sphere, ignore the value of diversity and of civil dialog that are reflected in some of our most important institutions--witness the balance of powers in our government and the right to a trial by jury in our legal system."

He specifically criticizes how "overwhelming education narratives on both sides of the political aisle increasingly revolve around high-stakes testing and accountability... and not around the inherent worth and value of every child, and not in the belief that the ultimate goal of education is to develop the ability for students to take responsibility for their own lives and become increasingly self-directed."

Implementation Philosophy

Rather than advocating for specific policy solutions, Hargadon's approach emphasizes process over outcomes. He argues that "if education is not best seen as a policy decision, then I think we must re-cast it instead as a process of cultural dialog and of individual engagement, and we must each look for ways and means to hold these discussions at the most local of levels."

This involves shifting focus: "We must stop discussing educational policy and start discussing learning in a way that recognizes the importance of individuals learning about learning for themselves, not because we tell them to." The framework explicitly rejects centralized control, asserting that "no one owns the decision-making for another individual or group, and that to accept someone else's educational policy decisions for them is an inappropriate abdication of basic human rights."

Core Principles

Hargadon's concept of democratic participation in education rests on several foundational beliefs: that "every child has unique inherent worth and value," that "learning is not an elite endeavor, is natural to being human, and takes place both inside and outside of formal educational institutions," and that learning helps individuals "lead better lives, to be better members of our communities, and to build a better world."

The framework emphasizes local engagement and individual responsibility while maintaining that such participation serves both personal development and broader societal health, reflecting Hargadon's view that democratic participation in education is essential for maintaining a free society.