Australian schools as deliberative spaces

framing the goal of active and informed citizenship

Sarah Sorial, Andrew Peterson

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish
Pages (from-to)24-39
Number of pages16
JournalCurriculum Journal
Volume30
Issue number1
DOIs
Publication statusPublished - 2019

Keywords

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

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