In this continuing dialogue with Deborah Meier, Harry Boyte argues that conversation between democracy educators and democracy organizers creates ground for expanding democracy. In addition to the importance of the commonwealth, shared public resources, it highlights the need for citizen politics, not simply party politics.


Private schools do not "belong" to the people in the same way public schools do, as their measure of success is not accountability to the community but merely their ability to sustain themselves.


Continuing the discussion with Deborah Meier about what makes for "democracy schools," Harry Boyte proposes the central importance of "relational organizing," building human relationships, like Meier. This is a lesson learned by contemporary community organizing, contrasted with "mobilizing" approaches. He also highlights the important distinction between "public relationships" and "private relationships," developed in relational organizing, which he and his colleagues translate into school change.


Deborah Meier argues that to promote democratic learning, teachers should mimic the family as a learning place more than parents should mimic school classrooms.


An experience with my father-in-law's death over the weekend in Johannesburg raises starkly the questions of outside expert control, with parallels in schools.


The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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