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1 – 10 of over 10000Laura W. Black, Anna W. Wolfe, Carson S. Kay and Jed Chalupa
This chapter provides an overview of the history of deliberative theory and practice, starting with an early focus on rational consensus models and moving toward contemporary…
Abstract
This chapter provides an overview of the history of deliberative theory and practice, starting with an early focus on rational consensus models and moving toward contemporary treatments of deliberation in pluralistic, contentious systems consisting of multiple, overlapping, and at times adversarial stakeholder groups. It summarizes major theories related to analytic and social/relational aspects of deliberation, communication across differences, and design and facilitation processes. Finally, it reviews group communication research on deliberative processes and outcomes, notes key critiques of deliberative theory, and explores future directions for group deliberation research and practice.
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Yuning Zhao, Xinxue Zhou and Tianmei Wang
Following Hovland’s persuasion theory, this paper aims to develop a conceptual model and analyzes characteristics of online political deliberation behavior from three aspects…
Abstract
Purpose
Following Hovland’s persuasion theory, this paper aims to develop a conceptual model and analyzes characteristics of online political deliberation behavior from three aspects (i.e. information, situation and manager). Based on the whole interactive process of online political deliberation, this paper aims to reveal the key points that affect the response effect of the government from the persuasive perspective of online political consultation.
Design/methodology/approach
Based on more than 40,000 netizens’ posts and government responses from 2011 to the first half of 2019 of the Chinese political platform, this paper used the text analysis and machine learning methods to extract measurement variables of online political deliberation characteristics and the econometrics analysis method to conduct empirical research.
Findings
The results showed that the textual information, political environment and identity of the political objects affect the effectiveness of government response. Furthermore, for different position categories of political officials, the length of political texts, topic categories and emotional tendencies have different effects on the response effectiveness. Additionally, the effect of political time on the effectiveness of response differs.
Originality/value
The findings will help ascertain the characteristics of online political deliberation behavior that affect how effective government response is and provide a theoretical basis for why the public should express their political concerns.
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This article makes two points: first, that greater public deliberation is needed to enhance the democratic steering of technological change and, second, that universities are…
Abstract
This article makes two points: first, that greater public deliberation is needed to enhance the democratic steering of technological change and, second, that universities are particularly well situated to provide an institutional foundation for such deliberations. Existing problems with policy making about issues with significant scientific and/or technological components are considered, along with the prospect that structured public deliberation might help close an evident democratic deficit in scientific and technological policy making. Several kinds of public deliberations are described, with special emphasis on the Danish Consensus Conference model. The basic requirements for effective public deliberations are discussed, along with several issues that need fundamental research. Finally, a scenario of multiple public deliberative exercises scaled at the national level is discussed.
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Juries are a decision making peer group composed of citizens who did not volunteer for the task, who do not know one another, and who are not connected to the people and events in…
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Juries are a decision making peer group composed of citizens who did not volunteer for the task, who do not know one another, and who are not connected to the people and events in the trial on which they will render a verdict. This chapter illuminates the communication events during deliberations, from selecting a foreperson, deciding when and how to vote, participation and turn-taking, the emergence of conflict, and rule-breaking. Deadlock juries, storytelling jurors, and juror misconduct are described during the group's task. Sources for scholars to gain access to jury data, partner with organizations in the judicial system, and available recent recordings of jury deliberations are shared. Knowledge gaps are pointed out in understanding how group verdicts emerge from the unregulated talk of jurors, as well as new challenges for the judicial system as the 2020 COVID-19 pandemic suddenly rendered jury service an unhealthy task for citizens.
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This chapter argues that Deliberative Dialogues (DDs) are a form of Education for Sustainable Development, whose design, process focus, wide-tent approach, and interdisciplinarity…
Abstract
This chapter argues that Deliberative Dialogues (DDs) are a form of Education for Sustainable Development, whose design, process focus, wide-tent approach, and interdisciplinarity align with best democratic practices. DDs are an effective method for bridging seemingly opposing forces in academia and the larger society: Narrow expertise versus interdisciplinarity, individual orientation versus collaboration, polarization and prioritization of majority/privileged voice versus inclusivity and search for common ground. This chapter will define and describe deliberation and DDs as useful for a wide range of disciplines, offer models, explore basic components, and analyze the author’s participant researcher experience in crafting and facilitating DDs in 35 classes across multiple disciplines in a small private university. The chapter will look at the planning process, the logistics of running the DD, post-DD outcomes, and provide questions and suggestions for future enhancements. A particular kind of DD will be explored, the Syllabus Deliberation method (also known as the negotiated or process syllabus). Finally, the chapter will articulate findings related to the process of preparing for the deliberations, ways in which scaffolded activities improved, relationship between the dialogues and course curriculum, evolution of faculty and researcher-facilitator roles, challenges, and successes. Students’ and faculty’s perceptions of some outcomes are also included.
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The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited…
Abstract
Purpose
The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.
Design/methodology/approach
The study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.
Findings
The two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.
Originality/value
The study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.
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To illuminate the importance of the communal deliberative process, as a form of collective thinking, in overcoming the growing complexities of schoolwork in uncertain and…
Abstract
Purpose
To illuminate the importance of the communal deliberative process, as a form of collective thinking, in overcoming the growing complexities of schoolwork in uncertain and turbulent environments.
Design/methodology/approach
Introduces the notion of deliberation as evolved from Dewey's moral theory, the essential phases and elements of deliberative activities and the principal's role in facilitating this communal process.
Findings
Provides information on the stepping‐stones towards communal deliberation, while recognizing its major impediments.
Originality/value
In light of structural restructuring efforts that have not yielded significant effects in issues of teaching and learning, this paper offers the rhetorical process of communal deliberation as a means for developing schools that learn.
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Sophie Wootton, Sophia Tkazky and Henriette Bergstrøm
The purpose of this study is to investigate how mock jurors’ experiences of deliberations are impacted by the defendant having a personality disorder.
Abstract
Purpose
The purpose of this study is to investigate how mock jurors’ experiences of deliberations are impacted by the defendant having a personality disorder.
Design/methodology/approach
This study used a qualitative approach to explore mock jurors’ experiences during the deliberations of a fictional defendant, Sarah Priest. Ten participants formed two mock juries, and each mock jury were given two case studies to deliberate. Case study one described Priest as having “Severe Personality Disorder, Borderline Pattern” whereas case study two described Priest as having “Complex Mental Health Problems”. There were no changes to the content of the case studies aside from the change in language used to describe the defendant.
Findings
An inductive thematic analysis identified two main themes relating to juror experience: “Interaction with Other Mock Jurors” and “Language as a Barrier to a Verdict”. Participants constructed that prosocial interactions with other mock jurors in the deliberations helped them make a verdict decision, but some of these interactions led to disagreements between participants due to a wide variation of opinion. Second, the different description of the defendant in each case study were constructed to have made the deliberations and decision-making difficult, but for different reasons. In case study one, a lack of knowledge surrounding BPD was the reason for this difficulty, and in case study two, participants thought that the applicability of diminished responsibility criteria were unclear, making it hard to reach a verdict.
Practical implications
The findings have key implications for the judicial system; common experiences can be identified and recorded to implement procedures to protect jurors from adverse experiences.
Originality/value
There is a lack of studies that have investigated juror experience in the UK, and the few studies available have used a quantitative methodology. The approach taken in the current study is, therefore, unique in a UK context. The findings have key implications for the judicial system; common experiences can be identified and recorded to implement procedures to protect jurors from adverse experiences.
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Justin Gagnon, Vasiliki Rahimzadeh, Cristina Longo, Peter Nugus and Gillian Bartlett
Healthcare innovation, exemplified by genomic medicine, requires increasingly sophisticated understanding of the interdisciplinary-organizational context in which new innovations…
Abstract
Purpose
Healthcare innovation, exemplified by genomic medicine, requires increasingly sophisticated understanding of the interdisciplinary-organizational context in which new innovations are implemented. Deliberative stakeholder consultations are public engagement tools that are gaining increasing traction in health care, as a means of maximizing the diversity of roles and interests vested in a particular policy or practice issue. They engage participants from different knowledge systems (“cultures”) in mutually respectful debate to enable group consensus on implementation strategies. Current deliberation analytic methods tend to overlook the cultural contexts of the deliberative process. The paper aims to discuss this issue.
Design/methodology/approach
This conceptual paper proposes adding ethnographic participant observation to provide a more comprehensive account of the process that gives rise to deliberative outputs. To underpin this conceptual paper, the authors draw on the authors’ experience engaging healthcare professionals during implementation of genomics in the care for pediatric oncology patients with treatment-resistant glioblastoma at two tertiary care hospitals.
Findings
Ethnography enabled a deeper understanding of deliberative outcomes by combining rhetorical and non-rhetorical analysis to identify the implementation and coordination of care barriers across professional cultures.
Originality/value
This paper highlights the value of ethnographic methods in enabling a more comprehensive assessment of the quality of engagement across professional cultures in implementation studies.
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Katherina Ann Payne, James V. Hoffman and Samuel DeJulio
Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students…
Abstract
Purpose
Democracy is learned through doing, not telling. The purpose of this paper is to report the findings from an action research project where a group of fourth-grade students participated in a simulation that explored the possibilities and the constraints of acting democratically, while faced with the dilemmas of environmental disaster and establishing a new society.
Design/methodology/approach
The authors studied how participating students engaged in deliberations and self-directed inquiry. The authors focused the data collection on the responses of students to the challenges presented in the simulation.
Findings
Based on the analysis of student work during the simulation and reflection on the simulation after the project, the authors documented the ways in which students critiqued authority or expressed their distrust in it, engaged in difficult deliberations around controversial issues, and developed expanded agency through inquiry-based learning.
Originality/value
This paper presented a model of inquiry learning that can be critical, i.e. examining issues of power and justice, while engaging in deliberation via a simulation that integrated social studies and English language arts. Creating space for young students to deliberate issues, steeped in values, and ethics, allows them to recognize the inherent tension and dissension necessary to a healthy democracy.
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