scholarly journals Deliberative Communication in Elementary Classroom Meetings: Ground Rules, Pupils’ Concerns, and Democratic Participation

2017 ◽  
Vol 62 (4) ◽  
pp. 617-630 ◽  
Author(s):  
Tuure Tammi ◽  
Antti Rajala
Author(s):  
David L. DeVries ◽  
Ida T. Mescon ◽  
Susan L. Shackman
Keyword(s):  

2009 ◽  
Author(s):  
Krista K. Fritson ◽  
Kate A. Heelan ◽  
Pamela Janulewicz
Keyword(s):  

2015 ◽  
Vol 24 (1) ◽  
pp. 1-21
Author(s):  
Eberhard Bort

The decisive No vote in the Scottish independence referendum on 18 September 2014 was not a vote for the constitutional status quo, although it confirmed that Scotland would remain part of the United Kingdom. The referendum outcome is likely to have far-reaching consequences for the power relations between London and Edinburgh and, perhaps more than expected, for the constitutional future of the entire UK. A tight timetable for the delivery of extra powers for the Scottish Parliament is in place, and the ‘elephant in the room’, the constitutional status and governance of England, is now firmly on the agenda. There is also pressure for decentralisation in Scotland itself. And the huge ‘democratic awakening’ which characterised this ‘national conversation’ about Scotland's future, with massive democratic participation and a record turnout, demands that these changes will have to be brought about in a participative way – and not ‘top-down’, as a Westminster or Holyrood ‘stitch-up’.


Author(s):  
Harvey Siegel

`How should public education in democratic states deal with the cultural diversity brought about by contemporary globalization? My suggestion is that key to democratic public education is the obligation to foster in students the skills and abilities, and attitudes and dispositions, needed to participate fully in democratic decision-making. Of central importance are the abilities and dispositions required for critical thinking and rational argumentation: evaluating arguments of others, constructing arguments of one’s own that might rationally persuade one’s fellow citizens, etc. Without these abilities and dispositions, full participation in democratic decision-making is impossible. But fostering them is problematic when students are members of cultures in which argumentation is frowned upon. In this paper I address this tension, and argue that while respecting cultural differences is of the first importance, in democracies it cannot override the requirements of democracy itself. When these two clash, the requirements of democratic participation must take precedence.


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