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Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom
Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens.

citizen’s assemblies, deliberation, democratic innovations, learning relationships, micro-politics, Pedagogy
1356-9775
210-232
Prosser, Brenton
99c75112-8c62-4ead-85f8-8833a96c2722
Flinders, Matthew
d4982871-f267-4c51-a12b-1e0340ed4465
Jennings, Will
2ab3f11c-eb7f-44c6-9ef2-3180c1a954f7
Renwick, Alan
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Spada, Paolo
aa830424-63f7-4baa-aecc-0bba595b8221
Stoker, Gerry
209ba619-6a65-4bc1-9235-cba0d826bfd9
Ghose, Katie
5e94f837-07bb-427f-a22c-84b37c1b13ba
Prosser, Brenton
99c75112-8c62-4ead-85f8-8833a96c2722
Flinders, Matthew
d4982871-f267-4c51-a12b-1e0340ed4465
Jennings, Will
2ab3f11c-eb7f-44c6-9ef2-3180c1a954f7
Renwick, Alan
2789f84a-84f5-4535-8fa8-c4884e66d581
Spada, Paolo
aa830424-63f7-4baa-aecc-0bba595b8221
Stoker, Gerry
209ba619-6a65-4bc1-9235-cba0d826bfd9
Ghose, Katie
5e94f837-07bb-427f-a22c-84b37c1b13ba

Prosser, Brenton, Flinders, Matthew, Jennings, Will, Renwick, Alan, Spada, Paolo, Stoker, Gerry and Ghose, Katie (2018) Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom. Contemporary Politics, 24 (2), 210-232. (doi:10.1080/13569775.2017.1416259).

Record type: Article

Abstract

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens.

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Pedagogy_and_Deliberative_Democracy_Accepted_Manuscript - Accepted Manuscript
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More information

Accepted/In Press date: 8 December 2017
e-pub ahead of print date: 4 January 2018
Published date: 15 March 2018
Keywords: citizen’s assemblies, deliberation, democratic innovations, learning relationships, micro-politics, Pedagogy

Identifiers

Local EPrints ID: 419156
URI: http://eprints.soton.ac.uk/id/eprint/419156
ISSN: 1356-9775
PURE UUID: 680d5a11-9ed4-4a44-b145-f4b0355e5384
ORCID for Will Jennings: ORCID iD orcid.org/0000-0001-9007-8896
ORCID for Paolo Spada: ORCID iD orcid.org/0000-0002-7050-2079
ORCID for Gerry Stoker: ORCID iD orcid.org/0000-0002-8172-3395

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Date deposited: 06 Apr 2018 16:30
Last modified: 13 Aug 2022 04:07

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Contributors

Author: Brenton Prosser
Author: Matthew Flinders
Author: Will Jennings ORCID iD
Author: Alan Renwick
Author: Paolo Spada ORCID iD
Author: Gerry Stoker ORCID iD
Author: Katie Ghose

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