Abstract In this paper, I will present the notion of democratic schooling based on liberal-progressive and social democratic principles on the one hand, and , and radical left principles in education, on the other hand (Hill, 2001) such as those proposed by critical pedagogy and by Marxist educators such as Dave Hill, Mike Cole, Peter Mclaren, Juha Suoranta (e.g. McLaren, 1997, 2005; Hill, 2001, 2007; Hill and Cole, 2001, McLaren and Farahmandpur, 2005; McLaren and Jaramillo , 2006; Hill and Boxley, 2007). The implementation of such pedagogic frameworks has been curbed and restrained by government lead institutionalized and ideological organizations which view childhood as merely a transition period, with a final aim of integrating the individual into a capitalistic and materialistic society that values maximum production and profitability. Contrary to this, I will claim that the atmosphere absorbed by children through their learning years should help them be free citizens in a society devoted to life, liberty and pursuit of happiness. On a social level, this develops compassion, tolerance and understanding towards the needs of others, especially the weakest ones in society, such as minorities and foreigners, who have to face prejudice and ignorance. This has been the aim of an 8 year experience in a secondary school in Tel-Aviv, whose students are children of migrant workers and ethnical-national minorities. Proposal The 8-year experiment conducted at the secondary school Bialik-Rogozin, was an attempt to increase the awareness to inherent right for freedom and respect among the children of migrant workers and children belonging to minority groups. One of the leading aims was to increase the children's ability to be doubtful regarding the traditional dominant relationships between the pedagogic staff and the children, replacing it with an education process that is based on mutual respect and cooperation. The eminent educator, Paulo Freire, (Pedagogy of the Oppressed, (1993, pg. 75, and elsewhere) has stressed the importance of critical thinking in education. This approach perceives the education and pedagogical process as it should be: a process of "dialogue and change in schools", rather than a fixed and stationary situation. According to Freire (e.g. Freire 1993, 1995, 1976, McLaren, 1997), this process must be made fearless, despite perceived risks that undermine the stability and authority of local and national regime. My aim in this research is to understand how the implementation of a democratic approach in one particular school has affected the moral, social and personal development of the children, teachers, parents and the educational support staff. In my opinion, socialist education, or, as it is currently termed by McLaren and his co-writers, revolutionary critical pedagogy in schools (for example, McLaren, 2005; McLaren and Farahmandpur, 2005; McLaren and Jaramillo, 2006; Suoranta, 2005; Suoranta and McLaren, 2008), is a legitimate and moral means for dealing with the social and economical disaster shared by millions worldwide.

The experiment at Rogozin Comprehensive Municipal High School in Tel Aviv Israel school can be considered as "rethinking our classrooms" (Bigelow et al., 1994, pg. 4). It is a true attempt to confront racial, class, and gender inequalities, that are woven into our social fabric. This paper will advance the notion of a democratic school in accordance with the Marxist approach to education which is broadly constructivist, and emphasizes activity, collaboration and critique, rather than passive absorption of knowledge, emulation of elders and conformism; it is student-oriented rather than teacher centered, recognizing that education cannot transcend the problems and capabilities of the society in which it is located (Marx and Engels, 1848).