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.
Response to Article
Restoring the Political: Exploring the Complexities of Agonistic Deliberation in Classrooms.
Democracy and Education,
(1), Article 8.
Available at: https://democracyeducationjournal.org/home/vol27/iss1/8