Teaching through deliberation

Abstract

Though polarization is not new, Americans seem to be living in a time of heightened volatility in the political realm (Flanagan, 2017). Many people do not want to listen to the other side, having distrust in politicians and a distaste for politics (McAvoy & Hess, 2013). In contrast to the divisive rhetoric, teachers are using deliberation in the classroom to model and teach civil discourse to students (McAvoy & Hess, 2013). In this report, deliberative pedagogy is investigated and discussed as its possibilities and limitations are considered. It offers an engaging teaching style, and it encourages growth in skills including critical thinking, decision-making, and communication abilities. It can give students a place to learn how to participate in a democracy in a productive way. But though its benefits are many, limitations should not be ignored. In this report, concerns will be addressed, such as whether equal participation is possible and how teachers can implement an additional activity among the many demands that are already placed on them. Practical application and resources for teachers and administrators will be provided in light of these benefits and challenges.