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ERIC Number: ED454147
Record Type: Non-Journal
Publication Date: 1999
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
(Un)Silenced Voices: A Case Study of Three Latinas' Successful Negotiation of Public Deliberations about Education.
Abu-Haidar, Sumaya
This paper seeks to answer the following questions: How is the criterion of inclusion being met in real public deliberations? How are gross inequities in knowledge and political power affecting patterns of domination and subordination? Are attempts at implementing public deliberation strengthening or challenging the status quo? and How can public deliberations be organized in such a way as to encourage the meaningful inclusion of unequally empowered social groups? Based on a 2-year case study of a public deliberation process in a Colorado school district, the paper focuses on the agenda-setting (or issue-framing) portion of the process and describes two important aspects of the process: (1) the silencing of less powerful participants early in the process and (2) the strategies used by three Latina participants to collectively (and successfully) negotiate the process and be more fully included. Based on the data presented, conclusions are drawn about three issues: political equality in deliberative democracy, subaltern counter-publics, and group representation. The paper concludes by discussing more specifically the potential benefits of public deliberation for the education policy arena. It argues that deliberative theory would be better served if the public sphere is re-envisioned as a multiplicity of competing publics rather than as a single public that brings together unequally empowered social groups. Includes 4 notes. Contains a 16-item bibliography. (BT)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A