Abstract
Nesting an original classroom study within democratic and educational leadership theories, this narrative curricular account explores teaching for democracy to create and sustain democratic schools. The study involved a curricular activity conducted in a graduate-school setting to gain insight into in-service teachers' perceptions of the public laws that influence their democratic thinking and teaching practice. Analysis suggests that teachers think reflectively and critically about their roles as developing democratic leaders. Importantly, we found that teachers can be assisted in understanding the legislative and political forces that affect their own roles, identities, and effectiveness in the changing educational climate. In this article, we consider the pedagogical implications of designing leadership preparation that fosters the development of democratic leaders for work in accountability-driven systems.
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