How to Educate When Deliberation Falls Short? A Response to “Affective Alignment and Hidden Conflicts: Political Emotions in Blended Spaces of Democratic Education Classrooms”

Authors

• Anniina Leiviskä, University of Oulu, FinlandFollow
• Veli-Mikko Kauppi, University of Oulu, FinlandFollow

Abstract

Here, we explore potential educational strategies in response to the problems of democratic education highlighted in the feature article’s case study. Drawing on deliberative democracy and Deweyan pragmatism, we contend that in settings marked by affective polarization, such as the school examined in the case study, direct conversation over contentious political topics may not be the most effective path toward meaningful educational outcomes. Instead, we propose two alternative approaches: first, fostering dialogue about the social norms that shape the conditions for political deliberation in the classroom; and second, encouraging collaborative inquiry among students who hold opposing perspectives. Both approaches aim to strengthen trust and build a sense of community among students, thereby laying the groundwork for deliberation that could eventually support constructive discussions on divisive political issues.

Response to Article

Sonja Helkala, Affective Alignment and Hidden Conflicts: Political Emotions in Blended Spaces of Democratic Education Classrooms

Recommended Citation

Leiviskä, A. , Kauppi, V. (). How to Educate When Deliberation Falls Short? A Response to “Affective Alignment and Hidden Conflicts: Political Emotions in Blended Spaces of Democratic Education Classrooms”. Democracy & Education, 34 (1), Article 9.
Available at:https://doi.org/10.65214/2164-7992.1794