Enslin, P. , Pendlebury, S. and Tjiattas, M. (2001) Deliberative democracy, diversity and the challenges of citizenship education. Journal of Philosophy of Education, 35(1), pp. 115-130. (doi: 10.1111/1467-9752.00213)
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Publisher's URL: http://www.wiley.com/bw/journal.asp?ref=0309-8249
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.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Enslin, Professor Penny |
| Authors: | Enslin, P., Pendlebury, S., and Tjiattas, M. |
| Subjects: | L Education > LC Special aspects of education J Political Science > JA Political science (General) |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | Journal of Philosophy of Education |
| Publisher: | Wiley-Blackwell Publishing Ltd |
| ISSN: | 0309-8249 |
| ISSN (Online): | 1467-9752 |
| Published Online: | 07 March 2003 |
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