Abstract
The history of democracy and various theories of democracy indicate that democracy is not a static practice or philosophy, rather it is adapted for those who make use of it and question it. It is not, however, a practice that is readily available to children; the very people who ought to be engaging with democracy so that they may benefit from its use not only in the present, but also so that they may learn its value before they become the governing body. Through the use of a New Zealand Democratic Free School case study this thesis uncovers the potential of Democratic Free Schooling as a space for children to develop a democratic voice. By linking research data to democratic theory it also uncovers what democracy looks like within such a space.