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Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom

Prosser, B; Flinders, M; Jennings, W; Renwick, AJ; Spada, P; Stoker, G; Ghose, K; (2018) Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom. Contemporary Politics 10.1080/13569775.2017.1416259. (In press). Green open access

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Abstract

A growing body of research and data suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to emphasise or explore the nature of learning, or comprehend the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication and application of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically dissected and assessed with reference to a recent project in the United Kingdom that sought to test different citizen assembly designs in the context of plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital for democratic reconnection, not just to increase levels of knowledge and mutual understanding, but also to build the capacity, confidence and contribution of democratically active citizens.

Type: Article
Title: Pedagogy and deliberative democracy: insights from recent experiments in the United Kingdom
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/13569775.2017.1416259
Publisher version: https://doi.org/10.1080/13569775.2017.1416259
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS > Dept of Political Science
URI: https://discovery.ucl.ac.uk/id/eprint/10042980
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