This paper conceptualizes as well as theorizes how Professional Learning Communities (PLCs) demonstrate democratic principles using John Dewey’s philosophy of education and democracy. The study reviewed the meaning of democracy and its characteristics and highlighted PLCs as social spaces for building democracy in schools. Also, the study explored whether a relationship existed between PLCs and democracy as ideally conceived. The reason behind this exploration was to ascertain whether the environment created in schools and the activities of teachers in their PLC groups serve as core components of establishing PLCs. The study revealed that the formation and implementation of PLCs truly illuminate democratic principles because all teachers take an active part in discussions and deliberations in matters affecting them; members remain committed to the course of the group and the school system because they feel as part; respect and tolerate the views of others, especially minority views and; take part in the decision-making process of the group. The nurturing of these ideals develops informed democratic citizens who would be capable of influencing local, state, and national level decisions and policies. These principles could also be passed on to their students.

Purpose: The aim of this study is to the analysis of the South African history of the culture of teaching and learning. This study was driven by the desire for effective teaching and learning within the South African context. Design / Method / Approach: The information in this research came from outside sources (secondary sources). Journal articles (after peer review), dissertations (both published and unpublished), internet sources, and textbooks were used as informational resources. Findings: Teachers believe they have no say in the development of the educational system but are expected to execute its policies and procedures. Fear of change can lead to inappropriate behaviour. For a country to have globally competent citizens it needs to review its curriculum. South Africa has undergone a substantial educational change since the mid-1990s, but its efforts to implement new curricula have been problematic. After the dawn of democracy, concerns were raised about the decline of a positive culture of teaching and learning, especially in disadvantaged township schools. Theoretical implications: there is a lack of theory on an analysis of the South African history of the culture of teaching and learning. Thus, this study seeks to expand the theory. Practical implications: Findings from this research will advance the science behind the culture of teaching and learning in South Africa. Originality / Value: This research will shed light on the development of South Africa's teaching and learning culture, provide suggestions gleaned from its findings, and point the way toward other avenues of inquiry. Research Limitation & Implications: This research was constrained by the quantity and quality of published secondary sources at the time of writing.