Abstract
This is a response to Liggett’s (2014) call to implement “deliberate democracy” in English language education classrooms. While the concept of participating in deliberate democracy is a solid ideal and worthy of pursuit, I present questions and scenarios that illustrate the complicated nature of the tasks. By sharing my testimonio along with the research, I propose that in order for teachers to guide their students' participation in deliberate democratic activities, they must step back and understand the context of the sociocultural interactive space created in the classroom and whether ELL students are able to and/or prepared to speak in an empowered way to engage in this contested interactive space.
Response to Article
Tonda Liggett, Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community
Recommended Citation
De La Vega, E.
(2016).
Deliberative Democracy: A Contested Interactive Space. A Response to "Deliberative Democracy in English Language Education: Cultural and Linguistic Inclusion in the School Community".
Democracy and Education,
24
(2), Article 10.
Available at:
https://democracyeducationjournal.org/home/vol24/iss2/10
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons