Facilitation of Deliberation in the Classroom

This paper explores how classroom deliberation can be made more inclusive through facilitation practices and design choices.

Based on a pilot “Deliberation in Schools” programme in two Australian public schools, the study identifies key challenges for inclusive deliberation (e.g., power dynamics, inequality, diversity of students, boundaries of discussion, disagreement and integration). The authors distinguish two essential facets of facilitation: technique (skills and interventions that direct the discussion) and design (structural choices about how the deliberation is set up). They argue that both are needed to support genuine deliberation in school settings.

Source: University of Canberra
Language: English

Authors: Kei Nishiyama, Wendy Russell, and Pierrick Chalaye

Year of publication: 2020