Abstract
Democracy does not just happen. It is constructed through experiences shared by all members of a community committed to transforming social space into a performative space that is defined by democratic ideas. In the sense of democratic learning communities and transforming the social space of schools, teacher leadership is not an end in itself. Rather, teacher leadership is a necessary condition and social agency for renewing professionalism and rectifying cultural histories, and, ultimately, for the important work of creating democratic educational practices that benefits all students.
Public space has the power to sustain, and it has the power to transcend. While supporting the established culture, the holder of public space has the potential to advance the common good by transcending the past and creating new futures.
Fain, 2004, p. 27
I appeal to teachers … to remember that they above all others are consecrated servants of the democratic ideas in which alone this country is truly a distinctive nation—ideas of friendly and helpful intercourse between all and the equipment of every individual to serve the community by his own best powers in his own best way.
Dewey. 1916a, p. 210
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© 2009 Carol A. Mullen
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Jenlink, P.M., Jenlink, K.E. (2009). Transforming the Space of Schools into Learning Communities: Teacher Leadership as Pedagogy of Democratic Place. In: Mullen, C.A. (eds) The Handbook of Leadership and Professional Learning Communities. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230101036_10
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DOI: https://doi.org/10.1057/9780230101036_10
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