Todd, Sharon
(2008)
Democracy, Education and Conflict: Rethinking
Respect and the Place of the Ethical.
Journal of Educational Controversy, 3 (1).
pp. 1-11.
ISSN 1935-7699
Abstract
One of the cornerstones of a democratic education is a basic notion of respect for others who hold
different points of view from ourselves. Yet, within an increasingly divergent public discourse about
values, rights and equality, democratic education needs to concern itself with practices that not only
encourage respect, but that can negotiate through the very troubled relations that often afflict
classrooms and schools. Models of how to promote respect often centre on creating a conflictfree
atmosphere through appeals to deliberation, dialogue, conversation, consensus or a combination of
these. Indeed, conflict is often perceived as not simply being counterproductive
to dialogue and
conversation, but as being indicative of communicative breakdown itself. In this way, conflict
becomes the symptom of social ills through which recourse to some form of dialogue supposedly acts
as the remedy. The idea of conflict has become so antithetical to democratic education that little has
been written on the inevitability and importance of some kinds of conflict for legitimizing the
possibility of democracy itself.
| Item Type: |
Article
|
| Keywords: |
Democracy; Education; Conflict;
Respect; Ethical; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8552 |
| Depositing User: |
Prof. Sharon Todd
|
| Date Deposited: |
02 Aug 2017 09:02 |
| Journal or Publication Title: |
Journal of Educational Controversy |
| Publisher: |
Western CEDAR |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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