From deliberation to counter-narration: Toward a critical pedagogy for democratic citizenship

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 d...

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Bibliographic Details
Published inTheory and research in social education Vol. 48; no. 3; pp. 431 - 454
Main Author Gibson, Melissa
Format Journal Article
LanguageEnglish
Published Routledge 02.07.2020
Subjects
Citizenship Education
Civic education
counternarratives
critical race theory
Critical Theory
deliberative pedagogy
democratic education
Democratic Values
Disadvantaged
Minority Groups
Political Influences
Race
Racial Bias
Social Differences
Social Justice
Teaching Methods
Whites
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Summary: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.
ISSN:0093-3104
2163-1654
DOI:10.1080/00933104.2020.1747034