Published in Association with and We live in divisive and polarizing times, often remaining in comfortable social bubbles and experiencing few genuine interactions with people who are different or with whom we disagree. Stepping out and turning to one another is difficult but necessary. For our democracy to thrive at a time when we face wicked problems that involve tough trade-offs it is vital that all citizens participate fully in the process. We need to learn to listen, think, and act with others to solve public problems. This collaborative task begins with creating space for democracy. This book provides a guide for doing so on campus through deliberation and dialogue.At the most basic level, this book describes collaborative and relational work to engage with others and co-create meaning. Specifically, dialogue and deliberation are processes in which a diverse group of people moves toward making a collective decision on a difficult public issue.This primer offers a blueprint for achieving the civic mission of higher education by incorporating dialogue and deliberation into learning at colleges and universities. It opens by providing a conceptual framework, with leading voices in the dialogue and deliberation field providing insights on issues pertinent to college campuses, from free speech and academic freedom to neutrality and the role of deliberation in civic engagement. Subsequent sections describe a diverse range of methods and approaches used by several organizations that pioneered and sustained deliberative practices; outline some of the many ways in which educators and institutions are using dialogue and deliberation in curricular, co-curricular, and community spaces, including venues such as student centers, academic libraries, and residence halls. All of the chapters, including a Resource Section, provide readers with a starting point for conceptualizing and implementing their own deliberation and dialogue initiatives.This book, intended for all educators who are concerned about democracy, imparts the power and impact of public talk, offers the insights and experiences of leading practitioners, and provides the grounding to adopt or adapt the models in their own settings to create educative spaces and experiences that are humanizing, authentic, and productive. It is an important resource for campus leaders, student affairs practitioners, librarians, and centers of institutional diversity, community engagement, teaching excellence and service-learning, as well as faculty, particularly those in the fields of communication studies, education, and political science.Click here for more information on AAC&U and Campus Compact.

Policy justice requires engagement of diverse people, knowledges, and forms of evidence at all stages of the policy-making process, from problem definition through to dissemination.

Moving from classical Greece to the present, Public Space and Democracy provides both historical accounts and a comparative analytical framework for understanding public space both as a place and as a product of various media, from speech to the Internet. These essays make a powerful case for thinking of modern technological developments not as the end of public space, but as an opportunity for reframing the idea of the public and of the public space as the locus of power.

This volume takes a global view of the emergence of public protest movements over the last decade, asking whether such movements contribute to the globalization of civil society. Through a variety of studies, organised around the themes of public agency, public norms, public memory and public art, it considers the tendency of political contestations to move beyond national boundaries and create transnational connections. Departing from the approaches of social movements perspectives, it focuses on public space as a site of social "mixity" and opens up a new field for the study of politics and cultural controversies. An analysis of the paradigmatic change in the way in which society is made and politics is conducted, this study of the new enactment of citizenship in public space will appeal to scholars of sociology, anthropology, geography and politics with interests in protest movements and contentious politics, citizenship and the public sphere, and globalization.

What are the environments, the public spaces, in which ordinary people become participants in the complex, ambiguous, engaging conversation about democracy: participators in governance rather than spectators or complainers, victims or accomplices? What are the roots, not simply of movements against oppression, but also of those democratic social movements which both enlarge the opportunities for participation and enhance people's ability to participate in the public world? In Free Spaces, Sara M. Evans and Harry C. Boyte argue for a new understanding of the foundations for democratic politics by analyzing the settings in which people learn to participate in democracy. In their new Introduction, the authors link the concept of free spaces to recent theoretical discussions about community, public life, civil society, and social movements.

The claim once made by philosophers of unique knowledge of the essence of humanity and society has fallen into disrepute. Neither Platonic forms, divine revelation nor metaphysical truth can serve as the ground for legitimating social and political norms. On the political level many seem to agree that democracy doesn’t need foundations. Nor are its citizens expected to discuss the worth of their comprehensive conceptions of the good life. According to Rawls, for example, we have to accept that “politics in a democratic society can never be guided by what we see as the whole truth (...)”. (1993: 243) And yet we still call upon truth when we participate in defining the basic structure our society and argue why our opinions, beliefs and preferences need to be taken seriously. We do not think that our views need to be taken into account by others because they are our views, but because we think they are true. If in a democratic society citizens have to deal with the challenge of affirming their claims as true, we need to analyse the precise relationship between truth and democracy. Does truth matter to democracy and if so, what is the place of truth in democratic politics? How can citizens affirm the truth of their claims and accept - at the same time - that their truth is just one amongst many? Our book centers on the role of the public sphere in these pressing questions. It tries to give a comprehensive answer to these questions from the perspective of the main approaches of contemporary democratic theory: deliberative democracy, political pragmatism and liberalism. A confrontation of these approaches, will result in a more encompassing philosophical understanding of our plural democracy, which – in this era of globalization – is more complex than ever before. Because a good understanding of the function, meaning and shortcomings of the public sphere is essential to answering these questions, a good deal of the book addresses these issues. Historically, after all, the idea that citizens have to engage each other in discussion in order to determine the structure and goals of society, is connected to the rational ideal of a public sphere where conflicting views can be expressed, formed, and transformed. But hasn’t the collective decision making in which everyone participates on an equal footing turned out to be a deceptive ideal or a simple illusion? Not every individual in society has equal access to the podium. Furthermore, power, being an inevitable feature of the public sphere, seems to permanently endanger its democratic value. Moreover, the existence of this sphere depends on a specific ethos and particular public spaces where citizens are called upon to present themselves as citizens, as people taking responsibility for their society. It is not clear whether this ethos and these spaces exist at all, and if so, if they preserved their ascribed capacity for constituting ‘democratic’ truth? By answering these questions we expect to deepen our understanding of the relation between truth and democracy.

In an online, interconnected world, democracy is increasingly made up of wikis and blogs, pokes and tweets. Citizens have become accidental journalists thanks to their handheld devices, politicians are increasingly working online, and the traditional sites of democracy - assemblies, public galleries, and plazas - are becoming less and less relevant with every new technology. And yet, this book argues, such views are leading us to confuse the medium with the message, focusing on electronic transmission when often what cyber citizens transmit is pictures and narratives of real democratic action in physical space. Democratic citizens are embodied, take up space, battle over access to physical resources, and perform democracy on physical stages at least as much as they engage with ideas in virtual space. Combining conceptual analysis with interviews and observation in capital cities on every continent, John Parkinson argues that democracy requires physical public space; that some kinds of space are better for performing some democratic roles than others; and that some of the most valuable kinds of space are under attack in developed democracies. He argues that accidental publics like shoppers and lunchtime crowds are increasingly valued over purposive, active publics, over citizens with a point to make or an argument to listen to. This can be seen not just in the way that traditional protest is regulated, but in the ways that ordinary city streets and parks are managed, even in the design of such quintessentially democratic spaces as legislative assemblies. The book offers an alternative vision for democratic public space, and evaluates 11 cities - from London to Tokyo - against that ideal.

In an online, interconnected world, democracy is increasingly made up of wikis and blogs, pokes and tweets. Citizens have become accidental journalists thanks to their handheld devices, politicians are increasingly working online, and the traditional sites of democracy - assemblies, public galleries, and plazas - are becoming less and less relevant with every new technology. And yet, this book argues, such views are leading us to confuse the medium with the message, focusing on electronic transmission when often what cyber citizens transmit is pictures and narratives of real democratic action in physical space. Democratic citizens are embodied, take up space, battle over access to physical resources, and perform democracy on physical stages at least as much as they engage with ideas in virtual space. Combining conceptual analysis with interviews and observation in capital cities on every continent, John Parkinson argues that democracy requires physical public space; that some kinds of space are better for performing some democratic roles than others; and that some of the most valuable kinds of space are under attack in developed democracies. He argues that accidental publics like shoppers and lunchtime crowds are increasingly valued over purposive, active publics, over citizens with a point to make or an argument to listen to. This can be seen not just in the way that traditional protest is regulated, but in the ways that ordinary city streets and parks are managed, even in the design of such quintessentially democratic spaces as legislative assemblies. The book offers an alternative vision for democratic public space, and evaluates 11 cities - from London to Tokyo - against that ideal.

Democratic decline in the United States and globally, a lack of confidence in political institutions and an increasingly violent and divisive political climate raise many questions for the state of political learning and civic engagement. A decade ago, a task force commissioned by the United States Department of Education called on colleges and universities to affirm their missions to educate for democracy. Relatively few have made the investment, though dozens of higher education associations and organizations have publicly committed their support to prepare students to address the persistent public issues they are inheriting. While there has been a recent upward spike in rote civic knowledge and historically high youth voting rates, the United States has seen a decline in political rights and civil liberties and has been listed as a backsliding democracy. Since 2010, state legislatures have passed laws making it harder to vote, with access to the ballot increasingly dependent on which party controls the state legislature. Meanwhile, substantial dysfunction and hyperpartisanship in Congress, concerns over the impartiality of the judiciary and limited accountability and oversight of the executive branch have contributed to the loss of institutional capacity to address public problems and to declining public confidence in political institutions. These trends coincide with problematic rhetoric and growing scrutiny from public officials on how colleges and universities educate students on public issues, particularly those centered on class, race, ethnicity and social justice. Issues of free speech and expression have been further nationalized following a high-profile hearing of the House Committee on Education and the Workforce that questioned the presidents of Harvard, Massachusetts Institute of Technology and University of Pennsylvania about antisemitism on their campuses and as campus protests regarding the Israeli-Palestinian conflict have been met with heavy-handed responses. These episodes serve as loud warning shots to colleges and universities across the country. Academic freedom and freedom of speech - core tenets of a liberal education - are at risk. Can higher education step up and meet the moment? Collectively, contributors to this volume - who come from a broad range of institutions, experiences and perspectives - provide critical research and analyses, as well as innovative approaches for how higher education can fulfill its public role and contribute to building the democratic societies we need.