Abstract
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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DOI 10.1111/j.1467-8527.2009.00426.x
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References found in this work BETA

Political Liberalism.J. Rawls - 1995 - Tijdschrift Voor Filosofie 57 (3):596-598.
Democracy and Disagreement.Amy Gutmann - 1996 - Belknap Press of Harvard University Press.
Republicanism.Philip Pettit - 2000 - Mind 109 (435):640-644.
Why People Obey the Law.Tom R. Tyler - 1990 - Yale University Press.

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Citations of this work BETA

Civic Republicanism and Education: Democracy and Social Justice in School.Itay Snir & Yuval Eylon - 2017 - Studies in Philosophy and Education 36 (5):585-600.
Systematic Thinking on Dialogical Education.Ariel Sarid - 2012 - Educational Philosophy and Theory 44 (9):926-941.

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