Deliberative democracy has become the central reference point for democracy theorists over the last decade or so, influencing normative frameworks and the ways we conceptualize the workings of democratic societies. It has also been linked with a burst of experimentation with new procedures that involve citizens directly in deliberations about public policy.But there is a contradiction at the heart of deliberative democracy: it seems that it cannot deliver legitimate agreements. Deliberative decisions are said to be legitimate when all those subject to them take part in free and equal debate, but in complex societies that can never happen. Few people can deliberate together at any one time, certainly not in any strict sense, so how can the results of a deliberative event be legitimate for non-participants? And why would people with passionatelyheld views sit down and deliberate when there seems little advantage in them doing so?This book explores these problems in theory and practice, searching for a solution that does not merely dismiss a strict understanding of deliberative democratic criteria. It reconsiders the theory of legitimacy and deliberative democracy, but goes further by examining cases of deliberation on health policy in the United Kingdom to see what problems emerge in practice, and how real political actors deal with them. The result is a complete rethink of the institutional limits and possibilities ofdeliberative democracy, one which abandons the search for perfection in any one institution, and looks instead to the concept of a multifaceted deliberative system.

Studies citizens' deliberation on governance and development in Indian democracy, and the influence of state policy and literacy, analysing three hundred village assemblies. This title is also available as Open Access.

Growing numbers of scholars, practitioners, politicians, and citizens recognize the value of deliberative civic engagement processes that enable citizens and governments to come together in public spaces and engage in constructive dialogue, informed discussion, and decisive deliberation. This book seeks to fill a gap in empirical studies in deliberative democracy by studying the assembly of the Australian Citizens’ Parliament (ACP), which took place in Canberra on February 6–8, 2009. The ACP addressed the question “How can the Australian political system be strengthened to serve us better?” The ACP’s Canberra assembly is the first large-scale, face-to-face deliberative project to be completely audio-recorded and transcribed, enabling an unprecedented level of qualitative and quantitative assessment of participants’ actual spoken discourse. Each chapter reports on different research questions for different purposes to benefit different audiences. Combined, they exhibit how diverse modes of research focused on a single event can enhance both theoretical and practical knowledge about deliberative democracy.

This analysis of deliberative transformative moments gives deliberative research a dynamic aspect, opening practical applications in deeply divided societies.

The local school board is one of America’s enduring venues of lay democracy at work. In Democracy, Deliberation, and Education, Robert Asen takes the pulse of this democratic exemplar through an in-depth study of three local school boards in Wisconsin. In so doing, Asen identifies the broader democratic ideal in the most parochial of American settings. Conducted over two years across racial, ethnic, and socioeconomic lines, Asen’s research reveals as much about the possibilities and pitfalls of local democracy as it does about educational policy. From issues as old as racial integration and as contemporary as the recognition of the Gay-Straight Alliance in high schools, Democracy, Deliberation, and Education illustrates how ordinary folks build and sustain their vision for a community and its future through consequential public decision making. For all the research on school boards conducted in recent years, no other project so directly addresses school boards as deliberative policymaking bodies. Democracy, Deliberation, and Education draws from 250 school-board meetings and 31 interviews with board members and administrators to offer insight into participants’ varied understandings of their roles in the complex mechanism of governance.

Citizenship has long been a central topic among educators, philosophers, and political theorists. Using the phrase “rhetorical citizenship” as a unifying perspective, Rhetorical Citizenship and Public Deliberation aims to develop an understanding of citizenship as a discursive phenomenon, arguing that discourse is not prefatory to real action but in many ways constitutive of civic engagement. To accomplish this, the book brings together, in a cross-disciplinary effort, contributions by scholars in fields that rarely intersect. For the most part, discussions of citizenship have focused on aspects that are central to the “liberal” tradition of social thought—that is, questions of the freedoms and rights of citizens and groups. This collection gives voice to a “republican” conception of citizenship. Seeing participation and debate as central to being a citizen, this tradition looks back to the Greek city-states and republican Rome. Citizenship, in this sense of the word, is rhetorical citizenship. Rhetoric is thus at the core of being a citizen. Aside from the editors, the contributors are John Adams, Paula Cossart, Jonas Gabrielsen, Jette Barnholdt Hansen, Kasper Møller Hansen, Sine Nørholm Just, Ildikó Kaposi, William Keith, Bart van Klink, Marie Lund Klujeff, Manfred Kraus, Oliver W. Lembcke, Berit von der Lippe, James McDonald, Niels Møller Nielsen, Tatiana Tatarchevskiy, Italo Testa, Georgia Warnke, Kristian Wedberg, and Stephen West.