Australian schools as deliberative spaces: Framing the goal of active and informed citizenship

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Australian schools as deliberative spaces: Framing the goal of active and informed citizenship. / Sorial, Sarah; Peterson, Andrew.

In: The Curriculum Journal, Vol. 30, No. 1, 19.01.2019, p. 24-39.

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@article{bb7dbbe409f74eff835e0228b24cde26,
title = "Australian schools as deliberative spaces: Framing the goal of active and informed citizenship",
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. Recognising the value of greater conceptual precision about citizenship, democracy and discursive interactions, this paper 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.",
keywords = "Deliberation, democracy, citizenship, deliberative pedagogies, deliberative spaces, deliberative democracy",
author = "Sarah Sorial and Andrew Peterson",
year = "2019",
month = jan,
day = "19",
doi = "10.1080/09585176.2018.1553726",
language = "English",
volume = "30",
pages = "24--39",
journal = "The Curriculum Journal",
issn = "0958-5176",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Australian schools as deliberative spaces: Framing the goal of active and informed citizenship

AU - Sorial, Sarah

AU - Peterson, Andrew

PY - 2019/1/19

Y1 - 2019/1/19

N2 - 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. Recognising the value of greater conceptual precision about citizenship, democracy and discursive interactions, this paper 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.

AB - 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. Recognising the value of greater conceptual precision about citizenship, democracy and discursive interactions, this paper 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.

KW - Deliberation

KW - democracy

KW - citizenship

KW - deliberative pedagogies

KW - deliberative spaces

KW - deliberative democracy

UR - http://www.scopus.com/inward/record.url?scp=85060331683&partnerID=8YFLogxK

U2 - 10.1080/09585176.2018.1553726

DO - 10.1080/09585176.2018.1553726

M3 - Article

VL - 30

SP - 24

EP - 39

JO - The Curriculum Journal

JF - The Curriculum Journal

SN - 0958-5176

IS - 1

ER -