CITIZENSHIP AS IDENTITY, CITIZENSHIP AS SHARED FATE, AND THE FUNCTIONS OF MULTICULTURAL EDUCATION
In: Citizenship and Education in Liberal-Democratic Societies, S. 208-241
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In: Citizenship and Education in Liberal-Democratic Societies, S. 208-241
Argues that, in spite of many close affinities, there are significant tensions between arguments for group representation & defenses of deliberative democracy. It is contended that defenders of deliberate democracy have not sufficiently considered the challenges social differences present to a deliberative conception of legitimacy. Contestations related to gender, race, ethnicity, class, or sexuality have the potential of undermining "notions of reasonableness upon which deliberative theory depends for its conception of legitimacy." The place of impartiality in various theories of deliberative democracy is explored, along with the contributions of marginalized group perspectives to democratic deliberation. Recent feminist critiques of deliberative democracy are extended to consider challenges to deliberative theory posed by a standard of reasonableness & social/political circumstances under which marginalized group perspectives are likely to influence the opinions of others. The implications are discussed in relation to general notions of the virtues/responsibilities of citizenship. A debate in the US Senate about the Confederate flag is highlighted to illustrate the uncertainty of reason-giving in public discourse. 1 Appendix. J. Lindroth
In: Citizenship in Diverse Societies, S. 124-152