Rhetoric and the Anti-Logos Doughball: Teaching Deliberating Bodies the Practices of Participatory Democracy

Eberly, Rosa A.

doi:10.1353/rap.2002.0027

Cited by 17 publications

(7 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In doing so, everyone in the classroom must be acknowledged as important to the learning process: 'These contributions are resources … Excitement is generated through collective effort' (hooks, 1994, p. 8) where students are involved in their learning process, here based on the perception that 'to be voiceless is to be powerless' (Giroux, 2020, p. 179). Eberly (2002) argues that the current schooling system is built on the rhetoric of a corporate discourse in an individual-oriented matter. This may be why Giroux (2014Giroux ( , 2020 requests a philosophy of education for the public good instead of an individual right, stressing that education is far more than occupational training.…”

Section: Critical Pedagogy's Interconnectedness With Societal Changementioning

confidence: 99%

Agency is an illusion

Magerøy

2022

NJCIE

View full text Add to dashboard Cite

This article investigates student teachers’ perceptions and experiences in teacher education regarding codetermination and participation as a part of education for democracy and citizenship, along with how they visualize their future teaching in this interdisciplinary theme as teachers in schools. The data material includes 16 extensive interviews with six student teachers in their final year of teacher education in Norway. The results demonstrate a discrepancy between their perceptions and praxis concerning participation. First, the student teachers in their last year of teacher education felt the ability to participate in and through their education was present, but they chose not to take advantage of this possibility. They underlined the importance of participation and agency in education for democracy but did not seem to assign the same importance to their involvement in education. Second, when visualizing how to teach democracy and citizenship in schools, they suggested facilitating pupils’ self-determination in situations where the pupils’ decisions and participation do not change or impact anything. In so doing, they described participation and agency as an illusion; something that is important, necessary, and valuable but with no practical implications. The student teachers seemed to transfer this same illusion of pupils’ agency and participation in their planned teaching in the future.

show abstract

Section: Critical Pedagogy's Interconnectedness With Societal Changementioning

confidence: 99%

Agency is an illusion

Magerøy

2022

NJCIE

View full text Add to dashboard Cite

show abstract

“…Worldwatch Institute's Sweeny (2014) notes that "A timely and equitable energy transition can occur only with greater energy democracy, which requires that workers, communities, and the public at large have a real voice in decision making" (p. 217). Energy democracy opens up a wide terrain, informed by participatory democracy and participatory communication, for thinking about the range of ways that people and more than humans can meaningfully participate in energy decisions (e.g., Eberly, 2002;Peterson et al, 2007;Walker, 2007;Callister, 2013;Chilvers and Pallett). If we view participation as co-produced in emergent settings and contexts, then it cannot take one normative form but emerges in a variety of moments and settings, including cases of public dialogue, solar clubs, climate activism, and energy use pilots (Chilvers and Longhurst, 2016).…”

Section: Participationmentioning

confidence: 99%

Editorial: A Research Agenda for Energy Democracy

2019

View full text Add to dashboard Cite

“…Others have stressed how deliberation may foster participatory management styles (Greitens & Strachan, 2014), as well as how deliberation facilitates communication skills and problem-based learning in the classroom (Drury, 2015;Maurer, 2015). Classroom exercises reflecting this orientation encourage students to consider their civic responsibilities around challenging public problems, with the aim of developing capacity for engaging in public life (Eberly, 2002;Hess & Gatti, 2010).…”

Section: Deliberation In Educational Contextsmentioning

confidence: 99%

Assessing Deliberative Pedagogy: Using a Learning Outcomes Rubric to Assess Tradeoffs and Tensions

Drury

Andre

Goddard

et al. 2016

Journal of Deliberative Democracy

View full text Add to dashboard Cite

Teaching deliberative decision-making is a method of encouraging students to think critically, engage public problems, and engage in both public speaking and public listening. College instructors have begun to use deliberation as a pedagogical tool, yet further research is needed to understand the learning outcomes of deliberative pedagogy. We argue that the deliberative principle of "understanding tradeoffs and tensions" is a key learning outcome of deliberative pedagogy, and demonstrate an avenue for evaluating it through a learning outcomes rubric, and through critical-interpretative methods of rhetorical criticism. In our analysis, we demonstrate that students with prior training in deliberation achieve higher levels of understanding tradeoffs and tensions through their rhetorical behaviors of embodying a deliberative perspective, expressing inclusivity, and working through public problems.

show abstract

Rhetoric and the Anti-Logos Doughball: Teaching Deliberating Bodies the Practices of Participatory Democracy

Cited by 17 publications

References 19 publications

Agency is an illusion

Agency is an illusion

Editorial: A Research Agenda for Energy Democracy

Assessing Deliberative Pedagogy: Using a Learning Outcomes Rubric to Assess Tradeoffs and Tensions

Contact Info

Product

Resources

About