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Full-Text Articles in Education
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Democracy and Education
This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must develop certain dispositions to achieve productive ends in negotiations and that the role of teachers in the deliberative process must be clarified. He concludes that modifying instructional practices to include agonistic deliberation can potentially open up public spaces in classrooms for more inclusive and equitable deliberative practices.
Epistemic Inclusion And The Argument From Circumspection, James Scott Johnston
Epistemic Inclusion And The Argument From Circumspection, James Scott Johnston
Democracy and Education
In this response to Martin's "Should Deliberate Democratic Inclusion Extend to Children?" I examine Martin's comments against the "argument from circumspection," which is dubious regarding the claims children make to change democratic policies and procedures. I explain there are good reasons for being circumspect. One of these concerns the need for all in public discourse to supply not just claims but reasons and to have both these claims and reasons adjudicated in the logical space of reasons. Children, as with all who practice public discourse, must have their claims and reasons assessed for these to be admitted as candidates for …
Apophatic Listening, Martin Samuelsson, Ingunn Johanne Ness
Apophatic Listening, Martin Samuelsson, Ingunn Johanne Ness
Democracy and Education
In our response to “Deliberating Public Policy Issues with Adolescents,” we address the matter that students seem to be reluctant to changing their minds, opinions, and initial positions in classroom deliberations and instead see such deliberations as an opportunity to perform and publicly announce their preexisting views. We argue that this calls for an increased focus on teaching students how to listen to each other and that such a focus should come in the form of teaching them apophatic listening. We also propose pedagogical practices that could be used for teaching students this particular deliberative skill.
Democratic Spaces: How Teachers Establish And Sustain Democracy And Education In Their Classrooms, Julia Collins, Michael E. Hess, Charles L. Lowery
Democratic Spaces: How Teachers Establish And Sustain Democracy And Education In Their Classrooms, Julia Collins, Michael E. Hess, Charles L. Lowery
Democracy and Education
Democratic education focuses on developing students using democratic principles and processes in the classroom. In this study, we aim to understand how self-identified democratic educators practice democratic education in public-school classrooms. Nine participants, teachers in K12 schools, were interviewed for this qualitative study. In investigating how public-school teachers implemented and sustained democratic education in their classrooms, six themes emerged—fostering relationships, empowering students, and teaching and using democratic skills, democratic educative structure, democratic teacher praxis, and obstacles.
Justice Citizens, Active Citizenship, And Critical Pedagogy: Reinvigorating Citizenship Education, Keith R. Heggart, Rick Flowers
Justice Citizens, Active Citizenship, And Critical Pedagogy: Reinvigorating Citizenship Education, Keith R. Heggart, Rick Flowers
Democracy and Education
Recent surveys have indicated a worryingly low level of support for democracy among Australian youth and around the world. For example, in the 2017 Lowy Institute Poll, 36% of Australians indicated that, in some circumstances, a nondemocratic government is preferable. Such concerns, while hardly new, have triggered calls for more civic education and civic involvement. Linked to these concerns are discussions about the way new media (including mobile accessibility, the internet, and social media) is reshaping our understandings of public participation in democracy, especially the way that we conceive of the public sphere. Schools are often seen as important sites …
Preschool As A Wellspring For Democracy: Endorsing Traits Of Reasonableness In Early Childhood Education, Joy D. Erickson, Winston C. Thompson
Preschool As A Wellspring For Democracy: Endorsing Traits Of Reasonableness In Early Childhood Education, Joy D. Erickson, Winston C. Thompson
Democracy and Education
Traits of reasonableness are necessary characteristics of successfully engaged citizens within pluralistic liberal democratic societies. Given the evident unlikelihood of the spontaneous development of these critical characteristics, pedagogical effort ought to be exerted towards ensuring that this goal is realized. In what follows, we argue that preschool presents a unique and compelling opportunity for supporting this worthy pedagogical aim, such that, despite purported prohibitions entailed within arguments for the political neutrality of curricula, it ought to be promoted within this area. In the service of illustrating this point, we provide four examples of promising beginnings for this work.