This paper examines how school leadership shapes democratic education in rural India, drawing on a qualitative ethnographic study conducted in 2017 in two public schools in Rajasthan. The study explores leadership practices across multiple sites of school life—including assemblies, classrooms, staff meetings, and student forums—to understand how democratic participation is enacted in everyday school routines. The findings identify several leadership practices that enable democratic schooling: relational leadership, collaborative governance, intentional structures for participation, dialogic pedagogy, attention to equity and bias, and leadership that encourages inquiry and reflection. These practices illustrate how school leaders negotiate complex social, cultural, and institutional dynamics to foster more participatory and inclusive school environments. While the study is grounded in the literature on democratic education and democratic leadership, findings are also revisited retrospectively in relation to the Leadership for Learning (LfL) framework, highlighting their relevance for contemporary discussions on instructional leadership, professional learning, and school culture. By centering leadership practices from rural schools in the Global South, the study contributes empirical insight to broader conversations on educational leadership in contexts characterized by resource constraints, sociocultural diversity, and structural inequities. The findings underscore the role of school leaders in embedding democratic principles not only in administrative structures but also in pedagogical practice, relational dynamics, and everyday organizational routines. The study therefore advances understanding of how leadership can support democratic participation and more equitable learning environments in socially diverse and underserved schooling contexts.
Shreya Tiwari (Tue,) studied this question.