Abstract
The use of deliberation with English Language Learners presents possibilities to both improve language learning, but also expand the potential for civics education for all students. In particular, this response examines the issue of power to extend Liggett's (2014) arguments for using deliberative democracy with English Language Learners and provides practical suggestions on how to address issues of power and improve civic education.
Response to Article
Tonda Liggett, Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community
Recommended Citation
Hanson, J. S.
(2015).
Giving Power Its Due: The Powerful Possibilities and the Problems of Power with Deliberative Democracy and English Language Learners. A Response to "Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community".
Democracy and Education,
23
(1), Article 12.
Available at:
https://democracyeducationjournal.org/home/vol23/iss1/12
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Social and Philosophical Foundations of Education Commons