NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1042318
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1085-3545
Deliberative Democracy in English-Language Education: Cultural and Linguistic Inclusion in the School Community
Liggett, Tonda
Democracy & Education, v22 n2 Article 4 2014
One of the most notable aspects of democracy in schooling lies in the challenge of schools to prepare individuals with the skills to participate and deliberate with others who have varying beliefs and worldviews. Deliberation and dialogue are seen as core components for academic achievement and cross-cultural connections between English language learners (ELLs) and native English speakers. I analyze the notion of deliberative democracy in English language education as a way to promote a certain type of education that would foster ELL inclusion as well as expand the perspectives of native English speakers. I argue that this type of education would not only foster inclusion in the classroom but also prepare ELLs for meaningful democratic participation. By examining the role of deliberation in creating democratic classrooms, alternative ways of knowing become more evident as teachers raise their awareness about the ways that culture and language play out in everyday life and academic work.
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A