Democratic Principles in Practice: A Case Study in a Comprehensive School

2019 ◽  
pp. 174889581988095 ◽  
Author(s):  
Katerina Hadjimatheou

Citizen involvement in the provision of security is often presented as a win–win way to relieve pressure on police resources while building stronger, more responsible and democratically engaged communities. Governments in countries such as the United Kingdom and the Netherlands have adopted a ‘strategy of responsibilisation’ designed to encourage, enable and support citizens to take on tasks otherwise left for police. Yet, this strategy conspicuously ignores the growing number of citizen-led digital policing initiatives which operate independently without the encouragement or guidance of police. This article considers the implications of this trend for democratic norms in policing. It uses the phenomenon of self-styled paedophile hunters – which are now active in countries around the world – as a case study. The article makes comparisons between such initiatives and other, relatively well-theorised informal security providers, such as vigilante groups and civilian policing. It argues that, like vigilantes, citizen-led digital police often challenge democratic principles of transparency, accountability and the rule of law. Yet, like other civilian policing initiatives, they increase empowerment and participation, and rely for their success on the presence of strong and legitimate institutions of justice, to which they ultimately defer. These characteristics present a discreet set of opportunities and challenges for contemporary policing, which this article argues can only be addressed by strategic police engagement.


2001 ◽  
Vol 27 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Louise T. Higgins ◽  
Kerry Sheldon
Keyword(s):  

2019 ◽  
Author(s):  
◽  
Tara J Bonebrake

A democratic micro school is a school with fewer than 150 students that ascribes to a democratic leadership structure where all of the school community members, especially the students, have leadership in their learning. The purpose of this study was to develop a better understanding of the lived experiences of the members of a democratic micro school community, especially regarding leadership and democratic principles. The primary researcher used a mixed-method design with an embedded phenomenological case study to analyze a single democratic micro school. All primary stakeholders in the school community were subjects of this study which included the students, parents, and educators. The data collection process included a survey, focus groups, interviews, observations, and other school artifacts. Using six democratic principles and the LMX theory, this study to added to the literature by addressing the experiences of those individuals attending independent schools. Achieving democracy in school allows students and teachers to have control of their learning experiences. This study supported the importance of communication and trust and caring as the educational foundation upon which equity, curriculum and interests, vision and goals, and community relied. Future research could expand the understanding of democratic micro schools beyond the single case used in this study.


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