Abstract
This response to Samuelsson’s typology for assessing deliberative democracy in classroom discussions views his analysis through an equity lens. It offers Young’s model of communicative democracy as a resource and argues that incorporating that model's emphasis on greeting, rhetoric, and storytelling into the typology can help to promote more equitable deliberative communication in the classroom. It offers specific tools, based on the author’s development of deliberative pedagogy in a biology classroom, that teachers can use across disciplines and educational settings to help promote more equitable deliberative communication in classroom discussions.
Response to Article
Martin Samuelsson, Education for Deliberative Democracy: A Typology of Classroom Discussions
Recommended Citation
Weasel, L.
(2017).
From Deliberative Democracy to Communicative Democracy in the Classroom. A Response to “Education for Deliberative Democracy”.
Democracy and Education,
25
(1), Article 8.
Available at:
https://democracyeducationjournal.org/home/vol25/iss1/8