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Critiquing the Role of Deliberative Democracy in EE and ESD: The Case for Effective Participation and Pragmatic Deliberation
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2012 (English)Conference paper, Presentation (Other academic)
Abstract [en]

There has been much written of the potential positive impact in Environmental Education (EE) and Education for Sustainable Development (ESD). This article explores the reliance on deliberative democracy by the proponents of EE/ESD and whether or not they have justification for their beliefs. Specifically, participation and deliberation will be separated in order to identify any faults in these values that may prevent democracy – and therefore education – from addressing the problems of sustainable development and environmental concerns. Through a deconstruction of the relevant literature and a clarification of the lines of thought brought forth throughout the various arguments, it is shown that there are few good theoretical or empirical reason for advocating a deliberative democratic approach to EE/ESD as feverishly as some do. Instead, the case for an educational method and content based on the empirically observed characteristics of current liberal democracies will be made.

Place, publisher, year, edition, pages
Keyword [en]
Sustainable Development, Environmental Education, deliberative democracy, participation, liberal democracy, philosophy
National Category
Philosophy Didactics
Research subject
Curriculum Studies
URN: urn:nbn:se:uu:diva-182203OAI: oai:DiVA.org:uu-182203DiVA: diva2:558803
Transboundary learning beyond disciplines. Sustainable Development opening up research dialogues
Available from: 2012-10-05 Created: 2012-10-05 Last updated: 2012-10-23Bibliographically approved

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Kronlid, David O.
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