Dialogue about social and political conflicts is a key element of democratic citizenship education that is frequently advocated in scholarship but rarely fully implemented, especially in classrooms populated by ethnically and economically heterogeneous students. Qualitative case studies describe the contrasting ways two primary and two middle grade teachers in urban Canadian public schools infused conflict dialogue pedagogies into their implemented curricula. These lessons, introducing conflict communication skills and/or content knowledge embodying conflicting viewpoints as learning opportunities, actively engaged a wide range of students. At the same time, even these purposively selected teachers did not often facilitate sustained, inclusive, critical and imaginative exchange or deliberation about heartfelt disagreements, or probe the diversity and equity questions surrounding these issues. The case studies illustrate a democratic education dilemma: Even in the classrooms of skilled and committed teachers, opportunities for recognition of contrasting perspectives and discussion of social conflicts may not necessarily develop into sustained democratic dialogue, nor interrupt prevailing patterns of disengagement and inequity.
Drawing upon Gert Biesta's concept of the learnification of education, we maintain that a meaningful purpose for Canadian schools has been lost. We demonstrate that the very fact of relationship is limited in curricula. The absence of relationality enables the continued privilege of normative identities. A restorative approach, based on asking who is being educated, could repurpose schooling. We draw upon examples from literature, current political events and our classroom-based research to illustrate how conflict dialogue, based on relational pedagogy, offers one path for a restorative approach. We conclude that conflict dialogue provides opportunities to engage diverse students in inclusive curricular experiences. Such a restorative approach exposes and explores the who of education for the purpose of promoting positive social conditions that allow for human flourishing.
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