President Obama, while on a podcast, discussed two competing narratives shaping American society. The narrative of hierarchy centers on exclusion — often by race and gender — while the narrative of equality emphasizes a shared creed and collective action.
Hierarchy, by design, is anti-democratic because it privileges solutions from the top, silencing those at the bottom. In contrast, equality is inherently democratic, empowering communities to develop solutions together.
Across the country, school closures are happening in an anti-democratic way. Many closures are justified by budget deficits, the high costs of maintaining old buildings, population declines, or the need to improve struggling schools. Cities including St. Louis, Pittsburgh, Austin, Texas, Houston, and Philadelphia all cite similar reasons for proposed closures.
Before she was fired last year, St. Louis Public Schools Superintendent Millicent Borishade was entertaining the idea of closing over 30 schools – mostly in Black neighborhoods.
In Philadelphia, where I attended the now closed University City High School, Superintendent Tony B. Watlington Sr. has proposed closing 18 schools. The plan has sparked strong resistance from students, parents, and community members. Black and Brown students make up 75% of the district, and the closures would affect 5,000 students — disproportionately harming them.
The last time Philadelphia closed schools, the consequences for students, families, and communities were severe.
For educational reform to truly be democratic, it must be led by the people most affected: students, parents, and community members.
Philadelphia, the birthplace of American democracy, is now witnessing an anti-democratic process that diminishes educational spaces where Black and Brown children can dream within their own communities.
First, a democratic educational reform process must uphold the principle of one voice, one vote. Communities facing school closures should have local referendums, empowering residents to decide the fate of their neighborhood schools.
Second, the city should dissolve the mayoral-appointed board in favor of a democratically elected board. This would create a direct link between the community and representation. Two students should also hold voting seats to help shape district policies from development to implementation.
Lastly, all school buildings should be transferred to community land trusts. If a school is closed and the property is sold, the proceeds should be returned to the community to reinvest in new educational spaces.
Some argue that old school buildings are too expensive to repair and should be closed. But when it is time to help poor Black children, cost becomes the focus. A budget is a moral document — it reveals what an organization values.
Black children deserve places that inspire them to dream. Closing schools is not simply a financial decision; it is a moral one that demands democratic action.
The educational philosopher Paulo Freire argued that building a better world requires leaders to work with the oppressed, not for them. At the core of his philosophy is the belief that people have the power to develop and implement solutions—this is the essence of democracy.
I affirm Freire’s idea. Black parents, students, and community members must have the power to determine the future of their schools because it is their democratic right.
Dr. Nosakhere Griffin-EL is an educator and Public Voices Fellow of The OpEd Project in partnership with the National Black Child Development Institute.