Hannah Arendt's essays about the 1957 crisis over efforts of a group of youth, the “Little Rock Nine,” to desegregate a high school in Little Rock, Arkansas, reveal a tension in her vision of the “public.” In this article Aaron Schutz and Marie Sandy look closely at the experiences of the youth desegregating the school, especially those of Elizabeth Eckford, drawing upon them to trace a continuum of forms of public engagement in Arendt's work. This ranges from arenas of “deliberative (...) friendship,” where unique individuals collaborate on common efforts, to a more conflictual “public stage,” where groups act in solidarity to change aspects of the public world. While Arendt famously asserted in her essay “The Crisis in Education” that political capacities should not be taught in schools, it makes more sense to see this argument as focused on what she sometimes called the conflictual “public stage,” reflecting the experience of the Little Rock Nine. In contrast, Schutz and Sandy argue that Arendt's own work implies that “deliberative friendship,” as described in her essay “Philosophy and Politics” and elsewhere, should be part of everyday practices in classrooms and schools. (shrink)

Throughout the twentieth century, middle-class progressives embraced visions of democracy rooted in their relatively privileged life experiences. Progressive educators developed pedagogies designed to nurture the individual voice within egalitarian classrooms, assuming that collective action in the public realm could be modeled on the relatively safe small-group interactions they were familiar with in their families, schools, and associations. Partly as a result, they remained blind to (and often denigrated) the democratic aspects of working-class organizations, such as unions and community action groups, (...) which found strength in solidarity. In this article Aaron Schutz argues that progressives must integrate into their models the often brutal lessons about power learned by those with less privilege. Until they do so, their approaches to democratic education will continue to have limited capacity to support social transformation and empowerment in the world as it is. (shrink)