Australian schools as deliberative spaces: framing the goal of active and informed citizenship

Sarah Sorial, Andrew Peterson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Educating for active and informed citizenship represents a core goal of Australian education and schooling. Owing to a range of factors–including the contested conceptual nature of citizenship and democracy–there is reason to question the extent to which this goal is being translated into practice. Similarly, while the Australian Curriculum requires students to engage with others in talk, this is framed rather broadly. Recognizing the value of greater conceptual precision about citizenship, democracy and discursive interactions, this article explores the value of deliberative democracy as a frame for active and informed citizenship. In doing so it argues that viewing schools as deliberative spaces which do/could engage in deliberative pedagogies provides a useful and focused basis for conceiving how young Australians do and can engage in, and learn, the capacities necessary for democratic citizenship.

LanguageEnglish
Pages24-39
Number of pages16
JournalCurriculum Journal
Volume30
Issue number1
DOIs
Publication statusPublished - 2019

Fingerprint

citizenship
school
democracy
deliberative democracy
Values
curriculum
interaction
education
student

Keywords

  • deliberation
  • citizenship
  • deliberative democracy
  • deliberative pedagogies
  • deliberative spaces
  • democracy

Cite this

@article{417d7c96b6f24a71927f323c04cb101c,
title = "Australian schools as deliberative spaces: framing the goal of active and informed citizenship",
abstract = "Educating for active and informed citizenship represents a core goal of Australian education and schooling. Owing to a range of factors–including the contested conceptual nature of citizenship and democracy–there is reason to question the extent to which this goal is being translated into practice. Similarly, while the Australian Curriculum requires students to engage with others in talk, this is framed rather broadly. Recognizing the value of greater conceptual precision about citizenship, democracy and discursive interactions, this article explores the value of deliberative democracy as a frame for active and informed citizenship. In doing so it argues that viewing schools as deliberative spaces which do/could engage in deliberative pedagogies provides a useful and focused basis for conceiving how young Australians do and can engage in, and learn, the capacities necessary for democratic citizenship.",
keywords = "deliberation, citizenship, deliberative democracy, deliberative pedagogies, deliberative spaces, democracy",
author = "Sarah Sorial and Andrew Peterson",
year = "2019",
doi = "10.1080/09585176.2018.1553726",
language = "English",
volume = "30",
pages = "24--39",
journal = "Curriculum Journal",
issn = "0958-5176",
publisher = "Taylor & Francis",
number = "1",

}

Australian schools as deliberative spaces : framing the goal of active and informed citizenship. / Sorial, Sarah; Peterson, Andrew.

In: Curriculum Journal, Vol. 30, No. 1, 2019, p. 24-39.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Australian schools as deliberative spaces

T2 - Curriculum Journal

AU - Sorial, Sarah

AU - Peterson, Andrew

PY - 2019

Y1 - 2019

N2 - Educating for active and informed citizenship represents a core goal of Australian education and schooling. Owing to a range of factors–including the contested conceptual nature of citizenship and democracy–there is reason to question the extent to which this goal is being translated into practice. Similarly, while the Australian Curriculum requires students to engage with others in talk, this is framed rather broadly. Recognizing the value of greater conceptual precision about citizenship, democracy and discursive interactions, this article explores the value of deliberative democracy as a frame for active and informed citizenship. In doing so it argues that viewing schools as deliberative spaces which do/could engage in deliberative pedagogies provides a useful and focused basis for conceiving how young Australians do and can engage in, and learn, the capacities necessary for democratic citizenship.

AB - Educating for active and informed citizenship represents a core goal of Australian education and schooling. Owing to a range of factors–including the contested conceptual nature of citizenship and democracy–there is reason to question the extent to which this goal is being translated into practice. Similarly, while the Australian Curriculum requires students to engage with others in talk, this is framed rather broadly. Recognizing the value of greater conceptual precision about citizenship, democracy and discursive interactions, this article explores the value of deliberative democracy as a frame for active and informed citizenship. In doing so it argues that viewing schools as deliberative spaces which do/could engage in deliberative pedagogies provides a useful and focused basis for conceiving how young Australians do and can engage in, and learn, the capacities necessary for democratic citizenship.

KW - deliberation

KW - citizenship

KW - deliberative democracy

KW - deliberative pedagogies

KW - deliberative spaces

KW - democracy

UR - http://www.scopus.com/inward/record.url?scp=85060331683&partnerID=8YFLogxK

U2 - 10.1080/09585176.2018.1553726

DO - 10.1080/09585176.2018.1553726

M3 - Article

VL - 30

SP - 24

EP - 39

JO - Curriculum Journal

JF - Curriculum Journal

SN - 0958-5176

IS - 1

ER -