Skip to content

Deliberative Democracy, Diversity and the Challenges of Citizenship Education

by Penny Enslin, Shirley Pendlebury, Mary Tjiattas
Journal of Philosophy of Education ()
Get full text at journal

Abstract

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.

Cite this document (BETA)

Readership Statistics

40 Readers on Mendeley
by Discipline
 
83% Social Sciences
 
5% Philosophy
 
5% Arts and Humanities
by Academic Status
 
25% Student > Ph. D. Student
 
13% Student > Master
 
10% Professor > Associate Professor
by Country
 
8% United Kingdom
 
5% Australia
 
5% Brazil

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in