Restoring the Political: Exploring the Complexities of Agonistic Deliberation in Classrooms. A Response to "Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education"

This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must devel...

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Bibliographic Details
Published in:Democracy & education 2019-03, Vol.27 (1)
Main Author: Ambrosio, John
Format: Article
Language:English
Subjects:
Classroom Communication
Conflict
Conflict Resolution
Democracy
Educational Change
Educational Philosophy
Equal Education
Inclusion
Political Attitudes
Social aspects
Social norms
Student Attitudes
Teacher Role
Teaching Methods
Teenagers
Youth
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Summary:This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must develop certain dispositions to achieve productive ends in negotiations and that the role of teachers in the deliberative process must be clarified. He concludes that modifying instructional practices to include agonistic deliberation can potentially open up public spaces in classrooms for more inclusive and equitable deliberative practices. [For "Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education," see EJ1140087.]
ISSN:1085-3545