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Abstract

This paper aims to contribute to the valuable conversation about the role of deliberative democracy in teacher education. I consider both using pedagogy that engages deliberative democracy in process, thereby enhancing teaching, and advancing deliberative democracy as a worthy goal in teacher education. I begin by looking at recent changes in society that have reshaped student goals, educational accountability, and the priority of democracy within higher education. I highlight these changes to issue a call for a thoroughgoing commitment to deliberative democracy both in theory and in practice, as a means and an end. I expand on the definition of deliberative democracy and the skills necessary to fulfilling it as they relate to the goals of teacher education. I close by turning to exemplary programs in teacher education and showcasing some smaller steps toward incorporating democratic practices and assignments.

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