Unknown - Deliberative Pedagogy (Transformations in Higher Education)

TRANSFORMATIONS IN HIGHER EDUCATION: THE SCHOLARSHIP OF ENGAGEMENT

EDITORIAL BOARD

SERIES EDITORS
Burton A. Bargerstock, Michigan State University, United States
Laurie A. Van Egeren, Michigan State University, United States
Hiram E. Fitzgerald, Michigan State University, United States

BOARD OF EDITORS
Jorge H. Atiles, Oklahoma State University, United States
Katy Campbell, University of Alberta, Canada
Jeri L. Childers, University of Technology, Sydney, Australia
Paul T. Crawford, Public Scholar, United States
Cristina Escrigas, Global University Network for Innovation, Spain
Pennie G. Foster-Fishman, Michigan State University, United States
Budd L. Hall, University of Victoria, Canada
Daniel Hall, University of Louisville, United States
Takoi K. Hamrita, University of Georgia, United States
Miguel Hoffmann, Sociedad Argentina de Primera Infancia, Argentina
Carol MA Hok Ka, SIM University, Singapore
Paul Manners, National Co-ordinating Centre for Public Engagement, United Kingdom
Lorraine McIlrath, National University of Ireland, Galway, Ireland
George L. Openjuru, Gulu University, Uganda
Michael Osborne, University of Glasgow, Scotland
Samory T. Pruitt, University of Alabama, United States
John Saltmarsh, University of Massachusetts, Boston, United States
Michelle C. Sarche, University of Colorado, Denver, United States
Linda Silka, University of Maine, United States
Louis Swanson, Colorado State University, United States

Deliberative Pedagogy

Teaching and Learning for Democratic Engagement

Edited by TIMOTHY J. SHAFFER, NICHOLAS V. LONGO, IDIT MANOSEVITCH, and MAXINE S. THOMAS

Michigan State University Press
East Lansing

Copyright 2017 by Michigan State University

The paper used in this publication meets the minimum requirements of ANSI/NISO Z39.48-1992 (R 1997) (Permanence of Paper).

Michigan State University Press
East Lansing, Michigan 48823-5245

Printed and bound in the United States of America.

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LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA IS AVAILABLE
Names: Shaffer, Timothy J., editor.
Title: Deliberative pedagogy : teaching and learning for democratic engagement / edited by Timothy J. Shaffer, Nicholas V. Longo, Idit Manosevitch, and Maxine S. Thomas.
Description: East Lansing : Michigan State University Press, [2017] | Series: Transformations in higher education: the scholarship of engagement | Includes bibliographical references and index.
Identifiers: LCCN 2016041049| ISBN 9781611862492 (pbk. : alk. paper) | ISBN 9781609175313 (pdf) | ISBN 9781628953015 (epub) | ISBN 9781628963014 (kindle)
Subjects: LCSH: CitizenshipStudy and teaching. | Democracy and education.
Classification: LCC LC1091 .D38 2017 | DDC 370.115dc23 LC record available at https://lccn.loc.gov/2016041049

Book design by Charlie Sharp, Sharp Des!gns, East Lansing, MI
Cover design by Shaun Allshouse, www.shaunallshouse.com
Cover photograph by Hugh Cox is used courtesy of the photographer and the San Diego Deliberation Network (www.sddn.org) with permission. All rights reserved.

Michigan State University Press is a member of the Green Press Initiative and is committed to developing and encouraging ecologically responsible publishing practices. For more information about the Green Press Initiative and the use of recycled paper in book publishing, please visit www.greenpressinitiative.org .

Visit Michigan State University Press at www.msupress.org

Transformations in Higher Education: Scholarship of Engagement

T he Transformations in Higher Education: Scholarship of Engagement book series is designed to provide a forum where scholars can address the diverse issues provoked by community-campus partnerships that are directed toward creating innovative solutions to societal problems. Numerous social critics and key national commissions have drawn attention to the pervasive and burgeoning problems of individuals, families, communities, economies, health services, and education in American society. Such issues as child and youth development, economic competitiveness, environmental quality, and health and health care require creative research and the design, deployment, and evaluation of innovative public policies and intervention programs. Similar problems and initiatives have been articulated in many other countries, apart from the devastating consequences of poverty that burdens economic and social change. As a consequence, there has been increasing societal pressure on universities to partner with communities to design and deliver knowledge applications that address these issues, and to co-create novel approaches to effect system changes that can lead to sustainable and evidence-based solutions. Knowledge generation and knowledge application are critical parts of the engagement process, but so too are knowledge dissemination and preservation. The Transformations in Higher Education: Scholarship of Engagement series was designed to meet one aspect of the dissemination/preservation dyad.

This series is sponsored by the National Collaborative for the Study of University Engagement (NCSUE) and is published in partnership with the Michigan State University Press. An external board of editors supports the NCSUE editorial staff in order to insure that all volumes in the series are peer reviewed throughout the publication process. Manuscripts embracing campus-community partnerships are invited from authors regardless of discipline, geographic place, or type of transformational change accomplished. Similarly, the series embraces all methodological approaches from rigorous randomized trials to narrative and ethnographic studies. Analyses may span the qualitative to quantitative continuum, with particular emphasis on mixed-model approaches. However, all manuscripts must attend to detailing critical aspects of partnership development, community involvement, and evidence of program changes or impacts. Monographs and books provide ample space for authors to address all facets of engaged scholarship thereby building a compendium of praxis that will facilitate replication and generalization, two of the cornerstones of evidence-based programs, practices, and policies. We invite you to submit your work for publication review and to fully participate in our effort to assist higher education to renew its covenant with society through engaged scholarship.

H IRAM E. F ITZGERALD

B URTON B ARGERSTOCK

L AURIE V AN E GEREN

Foreword

David Mathews

P eople arent born knowing how to be citizens in a democracy. It is something they have to learn. Colleges can have a significant effect on what students see as their role in a democracy and how they make a difference in their communities and their countries.

What role people play depends on how they understand democracy. Conventionally, democracy is defined as a system of contested elections that produce representative governments. Citizens are voters. They play by the rules, pay their taxes, and obey the laws. They should be well informed. If there is anything more, it is that citizens should be good people who help others and support beneficial institutions like the schools.