In the past two decades, Nigeria has grappled with political violence fuelled by extreme ideologies, banditry, and ethnic militias, posing a threat to national stability. Concurrently, economic downturns and threats to food security further exacerbate the challenges. This paper contends that fostering democratic values in secondary schools is pivotal for Nigeria's stable democracy. However, schools face significant challenges, including a lack of resources and support for teacher professional development initiatives. Institutional barriers and cultural norms impede the creation of inclusive learning environments conducive to democratic thinking. Despite these challenges, unique opportunities exist to foster democratic community building. Leveraging the cultural richness and diversity of the student population can cultivate mutual respect, empathy, and active citizenship. Drawing on Dewey's theory of education for democracy and Taysum's Professional Educators and Administrators Communities for Empowerment (PEACE) agenda, the study advocates a holistic approach to democratise cultures and languages. This entails transitioning from dishonouring to honouring cultural heritages and literacies. Theoretical underpinnings from Dewey and PEACE guide the university's support for secondary school teachers, emphasising the development of knowledge and skills through action research. The literature review underscores the absence of a participatory culture within schools, hindering relationships between teachers, students, and administrators—critical for quality learning and preparing students for active democratic participation in society (Imam, 2020). Imam and Taysum highlight the vital role of education for democracy in empowering young people, fostering inclusive communities, attachment security, and critical thinking. University School of Education Teacher Training and Teacher Professional Development programs play a crucial role in enhancing teachers' understanding of democratic principles (Biamba et al, 2021). The literature emphasises the need for reflection on teaching practices and beliefs, fostering inclusive and participatory learning environments (Bada et al, 2020). Building communities of practice emerges as a central theme, facilitating knowledge sharing between university educators and teachers. By fostering a sense of community and empowering teachers, the study aims to enhance the nurturing of young people in democratic culture within schools. This, in turn, aims to produce effective citizens capable of active participation in democratic processes, thereby demanding responsible leadership in their communities upon leaving school. The study envisions a democratic education system that equips future generations to contribute meaningfully to Nigerian society.

Bada, H A., Ariffin, T F T., & Nordin, H. (2020, August 24). The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals. International Journal of Leadership in Education, 1-28. https://doi.org/10.1080/13603124.2020.1811899 Biamba, C., Chidimma, O N., Chinwe, O V., Kelechi, M C., & Chinyere, N A. (2021, January 1). Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria. Cogent Education, 8(1). https://doi.org/10.1080/2331186x.2021.1896425 Imam, H. (2020). How teachers of secondary schools describe and understand participation in their educational institution. Italian Journal of Sociology of Education, 12(1), 80-101. doi:10.14658/pupj-ijse-2020-1-6. Imam, H. & Taysum, A. (2022). Adults and children using A Blueprint for Character Development for Evolution (ABCDE) to facilitate self-reflection through talk to manage emotions and self-regulate for continued good life in post Covid-19 recovery. Journal of Groundwork Cases and Faculty of Judgement, 1 (2), 214. Article 4. Taysum, A. (2019). Education Policy as a Road Map to the Achieving Sustainable Development Goals. Emerald.