This article outlines an analytical framework which enables analysis of degrees of democracy in a school or other organisational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation: it is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be.
|Journal of School Leadership
|Published - 2012