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Education as the Practice of Freedom
Abstract
Louis Brandeis once remarked, “Our Government is the potent, the omnipresent teacher. For good or for ill, it teaches the whole people by its example.” In the American juvenile justice system, this is too often forgotten. This chapter addresses, from the perspective of a practitioner, the consequences of a justice system and education system that prioritizes detecting problems over solving them. This chapter will further discuss how the existential anxieties created by such a system weaken not only those systems individually but also, all democratic institutions on the whole. Using these observations, readers will explore innovative ways to promote genuine dialogue and deliberation in the classroom and will be asked to consider public schools as unique, vitally important democratic institutions.
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