Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? "Democratic Discord in Schools" features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), "Democratic Discord in Schools" provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. After a foreword, this book begins with "Schools of, by, and for the People: Both Impossible and Necessary" (Jacob Fay and Meira Levinson). Chapter two, Walling Off or Welcoming In? The Challenge of Creating Inclusive Spaces in Diverse Contexts (Sara Calleja, Toni Kokenis, and Meira Levinson), features the following case studies: Don't Avoid Politics: Develop a Civic Mindset (Maureen Costello); The Distinction between Difference and Divisiveness (Andy Smarick); Courage and Wisdom in Handling Political Speech (Yun-Kyoung Park); Handling Matters of Friendship (Myisha Cherry); Creating Safety While Embracing Discomfort (Thea Renda Abu El-Haj); and Creating a Democratic School in a Diverse Community (James A. Banks). Chapter three, School Walkouts and Civil Disobedience (Nicolás Riveros, Nick Fernald, and Jacob Fay), features: Students' Perspectives on How Schools and Districts Should Prepare for and Respond to Walkouts (Jonathan Boisvert, Keegan Bonds-Harmon, Innocense Gumbs, and Jalissa Mixon, with guidance from Arthur Baraf); Citizens Now (Michelle J. Bellino and Natalie R. Davis); The Goal Is Civic Learning (Sheldon Berman); Don't Just Protest (Harry C. Boyte); Chicago 1968 (Dionne Danns); and Just Protest (Juan Espindola). Chapter four, The Price of Safety: Gang Prevention, Immigration Status, and Law Enforcement in Schools (Tatiana Geron and Meira Levinson), features: Education and Deportation (Jennifer M. Chacón); How to Interrupt Safety for Some and Precarity for Others (Leigh Patel); Principled Policing (Kathleen O'Toole); The Price of Safety in Schools Is Too High When the Most Vulnerable Have to Pay It (Zofia Stemplowska); The Pursuit of Purpose When Fear Holds Power (Laura Burgos); and How to Overcome "Contradictions of Control" in Schools--Hint, Don't Call the Sherif (José S. Plascencia-Castillo). Chapter five, Eyes in the Back of Their Heads 2.0: Student Surveillance in the Digital Age (Meira Levinson and Garry S. Mitchell), features: Monitoring Students in British Schools (Gemma Gronland); The Limitations of Social Media Surveillance (Rachel Levinson-Waldman); Seeing Eye to Eye with Students (Carrie James and Emily Weinstein); Middle and High School Student Responses (Alexander Kosyakov, McKenna Dixon, Adriana Alvarado, Vaishali Shah, Nithyani Anandakugan, and Natalie Parker); Schools Should Reaffirm Privacy While Protecting Students (Bryan R. Warnick); and Everyone Should Be Involved in Designing, Implementing, and Evaluating Digital Surveillance Technology (Erhardt Graef). Chapter six, Particular Schools for Particular Students: Are Charter Schools New Democratic Spaces, or Simply Segregated Ones? (Terri S. Wilson), features: Public Education, School "Choice," and Somali Refugee Children (Cawo M. Abdi); Why Are We Worried about Students at Bari? (Reva Jaffe-Walter); Reframing the Ethical Dilemma (Jarvis R. Givens); The Civic Costs of Charter Schools and the Need for Systemic Reform (Courtney Humm); Black Charter Schools and White Liberal Ambivalence (Michael S. Merry); and Charters of Freedom or Fracture? (Rogers M. Smith); Chapter seven, Politics, Partisanship, and Pedagogy: What Should be Controversial in K-12 Classrooms? (Ellis Reid, Heather Johnson, and Meira Levinson), features: Moving Beyond the Echo Chamber (Neema Avashia); Cultivating Judgment (Walter C. Parker); Trans*+ and Gender Identity Diverse Students' Right to Use a Bathroom (sj Miller); Framing and Structuring Discussions of Controversial Issues (Paula McAvoy); Bathroom Access for All (Tetyana Kloubert); and Creating Principled Debates by Choosing Debate Principles (Rich Frost). Chapter eight, Bending Toward--or Away from--Racial Justice? Culturally Responsive Curriculum Rollout at ARC Charter (Tatiana Geron and Meira Levinson), features: Creating Culturally Responsive Curricula for All (Janine de Novais); Weighing Harm (Margot Ford, Daniella J. Forster, and Kevin Lowe); Slow Down to Make Real Change (Teresa Rodriguez); Considerations for the Ethical Implementation of Culturally Responsive Curricula (Winston C. Thompson); (How) Can Curriculum Leverage the Disruption of Oppression? (Deborah Loewenberg Ball and Darrius Robinson); and Holding Complicated Truths Together Enhances Rigor (Clint Smith). Chapter nine, Talking Out of Turn: Teacher Speech for Hire (Ellis Reid, Meira Levinson, and Jacob Fay), features: It's Not What Teachers Say; It's Why (Jonathan Zimmerman); Why States Must Protect Teachers' Academic Freedom (Randall Curren); Free Speech, Accountability, and Public Trust (Joshua Dunn); Boundaries, Ambiguity, and Teacher Ingenuity (Jasmine B.-Y. Sim and Lee-Tat Chow); The Perils of Warning Teachers about "Political" and "Partisan" Speech (Mica Pollock); and Protecting Students' Rights to Think Critically (Curtis Acosta). The book concludes with chapter ten, Educating for Civic Renewal (Meira Levinson and Jacob Fay). [Foreword by Margot Stern Strom and Adam Strom.]