Translating the Ideal of Deliberative Democracy into Democratic Education: Pure Utopia?

Abstract

Is the idea that the self-determination of all citizens influences progress towards democracy not merely a dream that breaks itself against the hard historical reality of political societies? Is not the same fate reserved for all pedagogical innovations in democratic education that depend on this great dream? It is commonplace to assert this logic to demonstrate the inapplicability of the ideas of both democracy and of democratic education. Though this argument is prominent and recurring in the history of political and educative ideas, in response we can ask ourselves if the gap between the ideal and the reality is effectively insuperable and must be considered an incontestable fact. The double objective of this articleis to determine explicitly the meaning and extent of this gap in the context of democracy and of education and to demonstrate that this gap is neither static nor permanent, but is susceptible to being narrowed, from generation to generation.

Democratic Education: A Theoretical Review (2006–2017)

“…Deliberative democrats, such as Seyla Benhabib, Amy Gutmann, and Dennis Thompson, propose the existence of public forums where all citizens can provide reasons that will be discussed under conditions of equality (Abowitz & Harnish, 2006;Lefrançois & Ethier, 2010). In contrast with neoliberal, liberal, and elitist discourses, deliberative democrats conceive all citizens as de facto coauthors of public decisions (Sabia, 2012), reducing the gap between the public and actual decision-making processes (Lefrançois & Ethier, 2010). Reason and inclusivity are key features.…”

“…Furthermore, deliberative theorists understand that regulated communication processes can create the necessary conditions for inclusive decision making (Freedman, 2007;Jónsson, 2012). In a situation of free, open, and symmetrical communication, fair consensus in public decisions can be achieved (Lefrançois & Ethier, 2010).…”

“…Influential proponents of deliberative democracy educators, such us Parker (2010), Hess (2008), Lefrançois and Ethier (2010), Carleheden (2006), and Hanson and Howe (2011), discuss both educational policy and practice. Deliberative educators advocate for educational policies framed through deliberative decision-making processes.…”

“…However, the ability of liberal democracies to contribute toward this normative aim is challenged by deliberative, multiculturalist, and participatory scholars. For some deliberative and multiculturalist educators, the liberal framework does not bring political equality because it does not guarantee inclusive processes of decision making (Lefrançois & Ethier, 2010). Participatory educators criticize the lack of citizen's engagement within liberal democracies and argue that wider and deeper participation is needed to legitimize the system (Feu et al, 2011;Lan, 2013).…”

The Need for Cosmopolitan Literacy in a Global Age: Implications for Teaching Literature

“…That is, decisions about just and fair treatment of others must be justified in ways that are accessible to others, publicly open to discussion and continuing dialogue (Gutmann & Thompson, ). In schools, even student‐centric pedagogical approaches such as group work and discussion can counter the spirit of deliberation when they emphasize competition or empower those who are more assertive or rhetorically skilled (Lefrançois & Ethier, ).…”