Learning in Democracy: Deliberation and Activism as Forms of Education

Autor/in	Wahl, Rachel
Titel	Learning in Democracy: Deliberation and Activism as Forms of Education
Quelle	In: Studies in Philosophy and Education, 38 (2019) 5, S.517-536 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wahl, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-019-09671-2
Schlagwörter	Democracy; Activism; Educational Philosophy; Political Attitudes; Dialogs (Language); Violence; Cultural Pluralism; Citizenship Education; Adults; Learning Processes; Virginia + Suchen Sie Ihr Suchwort? Demokratie; Aktivismus; Politischer Protest; Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Dialog; Dialogs; Dialogue; Dialogues; Gewalt; Kulturpluralismus; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Learning process; Lernprozess
Abstract	The press and scholars alike often bemoan the failure of civil public deliberation. Yet this insistence on civility excludes people who engage in adversarial tactics, limiting the ideas that are heard within deliberation. Drawing on a deliberative dialogue that occurred in Charlottesville, Virginia, in the aftermath of the deadly White Supremacist rally of 2017, this article reveals how the capacity of deliberation to be inclusive of diverse voices depends upon deliberators' orientation to learn from people who do not participate in deliberation. While much scholarship attends to learning "for" democracy, as in the preparation of young citizens, this article shows the significance of learning "in" democracy, as in the capacity of adults to learn in the midst of political strife. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01