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Democracy, Plurality, and Education: Deliberative Practices of and for Civic Participation
| Content Provider | Semantic Scholar |
|---|---|
| Author | Smith, Stacy C. |
| Copyright Year | 1997 |
| Abstract | DEMOCRATIC LEGITIMACY IN THE FACE OF PLURALITY “We the people!” This familiar sounding cry of democratic self-rule is anything but straightforward in the face of late-twentieth century social pluralism and identity politics. Who constitutes the “people?” Who are “we?” The notion of “we the people” cuts to the core of democratic conceptions of popular sovereignty and legitimate authority. Recent formulations of deliberative democracy, based in part upon Habermas's theory of discourse ethics, claim to offer “the most adequate conceptual and institutional model for theorizing the democratic experience of complex societies” and for “allow[ing] the expression of difference without fracturing the identity of the body politic or subverting existing forms of political sovereignty.” 1 This claim is quite appealing for the public educational sphere where collective aims must be decided upon and pursued by a pluralistic polity with many different identities, values, and interests. |
| Starting Page | 338 |
| Ending Page | 347 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://ojs.education.illinois.edu/index.php/pes/article/download/2215/910 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
