Across the U.S.A, everyday citizens, civic leaders, policy makers, and educators are experimenting with inclusive, deliberative approaches to addressing social, economic, and political issues. Some academics and civic leaders describe this renewal in citizen engagement as a movement, a significant, transformative shift in the way we interact with each other to solve public problems, strengthen communities and 'do' democracy. Colleges and universities need to take stock of the movement towards a more deliberative democracy and adapt their programmes and activities to fit what democratic societies need today. Many campuses already offer programmes in inclusive dialogue, deliberative public reasoning, justice and other Constitutional values, democratic leadership and conflict management. Many faculty members use democratic teaching methods. These can serve as helpful models. For all colleges and universities, the challenge is to get to scale, to teach all students - not just a few in particular disciplines or co-curricular activities - to serve as effective citizens in an increasingly diverse, deliberative democracy.
Nancy L. Thomas
Anna Scolobig, Luigi Pellizzoni, and Chiara Bianchizza
“interventionist” (top-down or “technocratic”) approach was used after a flood event that affected the municipality in the year 2003. A comparison of these two cases allows for a critical view of the perspective—widespread in deliberative democracy scholarship
processes of deliberative democracy. This dynamic was echoed throughout my interviews. Participants in free universities decide organically what they want to study and through what sort of pedagogy, and often rotate responsibility for logistical aspects of
Political Mimesis at French University Counter-Summits, 2010–2011
line and to create a less hierarchical form of deliberative democracy. But the Brussels counter-summit organizers nevertheless aspired to imitate Von Rompuy’s structure of political enunciation, where, after a period of legitimate deliberation, a press