Democratic education in the classroom: an education law perspective

Abstract

This paper sought to unpack the extent of students’ democratic involvement in the teaching and learning processes. Data that were analyzed were obtained from 253 teachers and 194 students from 15 secondary schools in Botswana using a closed questionnaire consisting of 31 question items. Although the sample may not be representative of all the schools in the country (only 15 out of 233 schools were studied), the study concluded that the teaching and learning activities are largely pursued in democratic environments where teachers consult students on important classroom decisions. These efforts are, however, constrained by the disturbing levels of bullying in the classroom reported by the students. The democratic practices encouraged by the teachers, the study concluded, are consistent with what obtains at the national macro level.