Civic Republicanism and Contestatory Deliberation: Framing Pupil Discourse within Citizenship Education
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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British Journal of Educational Studies 57 (1):55 - 69 (2009)
Discourse between pupils represents a core element of citizenship education in England. However, as it is currently presented within the curriculum, discourse adopts the form of the rather broad terms of 'discussion' and 'debate'. These terms are diffuse, and in themselves offer little pedagogical guidance for teachers implementing the curriculum in schools. Moreover, there has been little academic reflection in England as to how theoretical ideas on civic dialogue may usefully inform approaches to pupil discourse. For this reason, how pupils experience discursive learning activities is likely to depend on how individual schools and teachers understand the terms 'discussion' and 'debate' and the way in which this understanding is translated into pupil learning activities. This article explores how recourse to deliberative democratic theory, and in particular to the principle of contestatory deliberative democracy found within recent republican writing, may be useful in helping educators to consider critically the capacities needed for effective civic discourse as a well as the outcomes of pupils' dialogical engagement.
|Keywords||citizenship education deliberation contestation civic republicanism discourse|
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References found in this work BETA
B. Crick (1999). The Presuppositions of Citizenship Education. Journal of Philosophy of Education 33 (3):337–352.
Richard Dagger (2006). Neo-Republicanism and the Civic Economy. Politics, Philosophy and Economics 5 (2):151-173.
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Citations of this work BETA
Ariel Sarid (2012). Systematic Thinking on Dialogical Education. Educational Philosophy and Theory 44 (9):926-941.
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