We conducted an interview with one of our school's teachers as part of our project "Building a Democratic School Culture", which we carried out under the European Union Programme for Education, Youth and Sport.

First of all, we would like to thank Mr Michael Schmitt for taking part in the interview.

How did you feel about the fact that a project on "Building a democratic school culture" was carried out at your school? What do you think about this topic?

Democracy is our greatest asset. Therefore, this project was a wonderful opportunity for our school to reflect on the topic and to work with European partners and now friends on selected issues. Through a successful evaluation, it was possible for us to take up new impulses.

You have been working at this school for five years. In total, you have been a teacher for seven years. Considering the many years you have spent in education, can you say something about the shortcomings you see or feel in terms of democracy in the institutions you teach?

The structures of German schools provide for the democratic participation of teachers, children and parents in decision-making processes. The challenge is to recruit pupils and parent representatives and also to motivate teachers to participate constructively.

What tasks do you think teachers should take on in a democratic school?

Social developments in the last decade, such as the rise of right-wing populist currents, the increase in agitation, insults and fake news in public discourse, religious extremism and the increasing willingness of certain groups to use violence at demonstrations raise the question of whether the democratic culture and democracy as a democracy as a form of government (not only in Germany) are in danger. In the school system, we teachers play an important role as key players - as we are jointly responsible for teaching key democratic competences.

By this term I mean competences that are necessary to participate in democracy as a way of life and to actively shape it in community with other to actively shape it in community with other people, to commit oneself to a democratic form of society and to help shape it through participation and involvement.

Are you involved in the decision-making processes at school? If yes, do you consider this sufficient? If you are not involved in such a mechanism, do you consider this a shortcoming? If you were part of this formation, what would it bring to you and its democratic culture?

By all means! - As a voting member of both the general and school conferences, I am jointly responsible for school development, the budget and study trips, for example.

Can you create a suitable democratic environment for your students in class? Can you explain this with an example?

There are, of course, subjects such as politics that are more suitable for discussing concrete questions and topics regarding democracy in class. Possible questions could be: What is democracy? When does democracy work? Where is democracy heading? How democratic is the internet?

Ultimately, however, it is the task of every classroom and thus of every teacher, quite independently of subject content, to work towards proactive democracy-building. A simple and best example of grassroots democracy is the election of class representatives (or course representatives) at the beginning of the school year.

What do you think school governance should look like in an institution with a democratic school culture?

For me, a democratic school culture includes democratic design, discussion and dispute culture. Organisational and administrative processes should be managed according to the principles of participation, delegation and transparency.

Who do you think has the leading role in creating a democratic school culture? The central government, the local government or the school management?

The legal framework is set by politics in the form of the School Administration Act. For a successful implementation, all members of the school family are important. Only when everyone is pulling in the same direction can it be right and productive.

Do you think that this and similar projects contribute to creating a democratic school culture?

Absolutely! A very good way to establish a democratic standard in schools across Europe.

We would like to thank our guest Mr. Michael Schmitt for participating in our interview and for sharing her feelings and thoughts with us.

We conducted an interview with one of the parents of our school as part of our project "Building a Democratic School Culture", which we carried out under the European Union Programme for Education, Youth and Sport.

First of all, we would like to thank Ms Wiebke Peters for taking part in the interview.

How did you feel about the fact that a project on "Building a democratic school culture" was carried out at your school? What do you think about this topic?

It was very exciting to hear the views and experiences of the other participants. Here in the state of Bremen, we are already very far along in terms of the involvement of the different stakeholders in decision-making, as pupils and parents as well as teachers are involved in the decision-making process, especially through the school conferences. The exchange of our pupils with pupils from the participating countries is an important contribution to promoting the interests of our pupils for different perspectives and democratic structures.

When you look at our school and other schools where your child or children are educated, can you talk about the deficits you see or feel in terms of democracy in schools?

The structures of our schools provide for democratic participation of children and parents in decision-making processes. Only the recruitment of pupils and parents to take on such positions could be improved in my opinion.

Does the school management consult you on decisions made in the school? If yes, do you think this is sufficient, if no, what would you like to say about this?

I feel well informed by our school management. She is also always available to answer my questions.

Do you think that the Parent Teacher Association meetings are held in a democratic environment? Could you give us your opinion about these meetings?

If by these meetings we mean participation in general conferences, then I can say that the meetings take place in a democratic environment. Parents' representatives have the opportunity to learn about the issues that concern the teachers. Moreover, participation in these conferences is very beneficial for decision-making in the school conferences.

Do you think that the involvement or contribution of parents to school governance is sufficient? What do you think can be done in this regard?

In my opinion, parents are sufficiently involved in the school administration. Only the (digital) exchange of information between all parents (i.e. not only parent representatives) among themselves and with the school management and teachers could be improved by creating an appropriate platform.

What do you think school governance should look like in an institution with a democratic school culture? Can you take action in this direction?

In the state of Bremen, school administration is already very democratically organised. By taking on corresponding offices, parents are also able to be involved in the decision-making processes.

Who do you think has the leading role in creating a democratic school culture? The central government, the local government or the school management? Can you share your ideas with us?

Here, all the aforementioned actors need to work together. The central or local government must create the appropriate legal provisions to provide the framework for the democratic school culture. The school management is then responsible for engaging parents and students to participate in the decision-making process.

Do you think that this and similar projects contribute to creating a democratic school culture?

I had the impression that the other participants were already very interested in the democratic structures that are already very far-reaching here in the state of Bremen and will carry these experiences on to their own countries. Therefore, I assume that such events can definitely contribute to the creation of a democratic school culture.

We would like to thank our guest Ms Wiebke Peters for taking part in our interview and for sharing her feelings and thoughts with us.

 We conducted an interview with a student from our school as part of our project "Building a democratic school culture", which we carried out within the framework of the European Union Programme for Education, Youth and Sport.

First of all, we would like to thank Ms Aylin Bicer for taking part in the interview.

You have been learning at this school for three years. How did you feel about the fact that a project on "Building a democratic school culture" was carried out at your school? What do you think about this topic?

I think it is one of the most important topics in school. On the one hand, it is important to show and teach students what rights they have and that they should form their own opinions, on the other hand, it is important to show how important democracy is and that it is a privilege for German students that democracy is commonplace, because in other countries students do not have the same freedoms as we do.

When you look at the four years at this school and the thirteen years you spent at the school together with kindergarten, can you talk about the deficits you see or feel in terms of democracy in the institutions where you study?

There are definitely some deficits! When I think about kindergarten and primary school, I don't remember so well. The only thing I can remember and would say about these institutions is that the aspect they should improve in terms of democracy is that children should have the opportunity to decide more for themselves. In kindergarten and primary school, you always did what someone told you to do. Children should have more freedom to decide what they want to do. When I went to my first secondary school, we learned more about forming our own opinions, but we didn't have the freedom to use them. We learned it theoretically, but we can't use it practically, which is a big shortcoming. When I went to my second secondary school, I learnt the practical part of using my opinion and my voice. I could participate in decisions and everyone took my opinion seriously. This is where I learned what democracy really is.

What responsibilities do you think students should take on in a democratic school?

My school is very democratic. The tasks that the students should do in a democratic school are definitely to form their own council. The council should represent the students before the parents, the school management, the teachers, the parents and even the local government. The students should have the courage to speak out and represent their opinions before these actors.

Would you like to be part of the decision-making process in the school? What do you think you and the democratic culture would gain from being part of this mechanism?

I would definitely like to participate in the decision-making mechanisms at school, and to be honest, I already do. Our school takes democracy very seriously and always adheres very closely to the German school constitution. In the school conference referendum calls, we as students have a voice and can participate in the decision-making process. This gives me as a pupil a feeling of security and freedom. Pupils get the feeling that school is not only about learning things that are prescribed by the government. School is also the interaction between different stakeholders and something where students are supposed to develop their personality. This is what the students feel when they participate in decision-making.

Do you think that there is a sufficient democratic atmosphere in the classroom? If yes, what do you think can be done to improve it further, if no, what can be done to turn the classes into a democratic environment?

Yes, there is enough democratic atmosphere in the classroom. But it depends mainly on what the teacher and the school management convey. If they try to show you that you can be free, the atmosphere in the classroom will be like that. Communication and understanding are the most important aspects to create a democratic atmosphere in the classroom. This is what the school management and teachers should convey to the students so that they feel comfortable to speak their mind.

What do you think school governance should look like in an institution with a democratic school culture?

They must be open to all stakeholders. School administrators must be willing to listen to everyone. They also need to be solution-oriented and try to help the students as much as possible. Most students are afraid of the school administration. This atmosphere cannot be part of a democratic school culture. An important aspect for a democratic school culture is communication at eye level between the school management and the other stakeholders.

What do you think a teacher should be like in an institution with a democratic school culture?

Teachers need to teach students that they can develop their own opinions, express criticism, make requests or express their opinions on various issues. Teachers should support this process and help students to form critical opinions.

Who do you think has the leading role in creating a democratic school culture? The central government, the local government, the school administration or the teachers?

It should be a collective action. Every individual must participate in creating a democratic school culture. The central and local government must create the external conditions, such as the constitution, in which the democratic rights are written down for everyone. The school administration must pass on the external conditions and rights to the teachers, and the teachers must pass them on to the students.

Do you think that this and similar projects will help to create a democratic school culture?

I think these projects are very important to improve democracy in schools. Especially in other countries. I learned through the project that in many countries there are no democratic schools. I think that the system in Germany is very good and we should use this to show other countries how to build a democratic school culture. In my opinion, these projects should be carried out until every country has introduced a democratic school culture in its system.

We would like to thank our guest Ms Aylin Bicer for taking part in our interview and for sharing her feelings and thoughts with us.