From Deliberation to Counter-Narration: Toward a Critical Pedagogy for Democratic Citizenship

Autor/in	Gibson, Melissa
Titel	From Deliberation to Counter-Narration: Toward a Critical Pedagogy for Democratic Citizenship
Quelle	In: Theory and Research in Social Education, 48 (2020) 3, S.431-454 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2020.1747034
Schlagwörter	Critical Theory; Teaching Methods; Race; Citizenship Education; Democratic Values; Whites; Social Differences; Political Influences; Disadvantaged; Social Justice; Racial Bias; Minority Groups + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; White; Weißer; Sozialer Unterschied; Political influence; Politischer Einfluss; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Ethnische Minderheit
Abstract	Best practices in civic education emphasize deliberative pedagogies as one of the most powerful ways to educate enlightened democratic citizens. Yet deliberative pedagogies are rooted in a white normative ideal of discursive democracy that, in the service of "civility" and "reasoned discourse," fails to account for the social and political inequalities--the logic of white supremacy--that structures our political context. Drawing on Critical Race Theory and Charles Mills's notion of the racial contract, I propose a pedagogy of counternarration that privileges voices from the margins, imagines the world as it could be, and talks back to dominant narratives in order to cultivate justice-oriented citizens in the democratic classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01