The history of schools in the United States is, in many respects, a tale of struggle over equality and opportunity. In a society defined by stark social inequalities, schools are expected to “level the playing field,” promote social mobility, and cultivate societal cohesion.

Yet public education in America has long been more than just a tool of socioeconomic intervention. Reformers and public officials have prized schools equally as seedbeds of democracy. Schools have been called upon to create a more competent, engaged citizenry, foster a more egalitarian political order, and act as local sites of democratic public engagement. With the right kinds of educational experiences, reformers have argued, even the most socially disadvantaged youth could develop the skills and dispositions needed to become part of an inclusive, enlightened citizenry.

But what if we’ve organized our schools in ways that actually undermine democratic aims?