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It argues that civic knowledge must be paired with practical skills for collaboration on difficult problems. Drawing on deliberative democracy origins, it analyzes the challenges of translating deliberative democracy into education and proposes deliberative pedagogy for teacher preparation and liberal arts institutions, emphasizing discourse, community, and civic life.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preparing-students-to-collaborate-across-divides-deliberative-pedagogy-communication-and-community/590703/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-students-to-collaborate-across-divides-deliberative-pedagogy-communication-and-community/590703.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central challenge does the essay address about preparing students for democracy?","Question",{"text":112,"@type":113},"The essay asks how to prepare students to participate meaningfully in a world where issues are complex and opinions are widely divided, requiring both theoretical and practical understanding of politics, language, and education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the essay connect democratic participation to students’ communication skills?",{"text":117,"@type":113},"It argues that knowing democratic ideals and developing civic dispositions is not enough; students need skills for collaborating around difficult problems and communicating respectfully across differing viewpoints.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the essay suggest for teacher preparation and higher education?",{"text":121,"@type":113},"It proposes that deliberative pedagogy can be more seamlessly incorporated into practice, and it highlights implications for teacher preparation programs and liberal arts institutions through discourse, community engagement, and civic life.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590703,1792404244,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Crosby  \nSapon-Shevin, M. (2010). Because we can change the world: A practical guide to building cooperative, inclusive classroom communities. Corwin Press.  \nSchul, J. E. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twenty-first century. Social Studies, 102(2), 88. doi:10.1080/00377996.2010.509370  \nSharan, S. & Sharan, Y. (1992). Group investigation: Expanding cooperative learning. New York: Teacher’s College Press.  \nSlavin, R. E. (1980). Cooperative learning. Review of Educational Research, 50(2): 315–342.  \nSoares, L. B. (2013). The education students deserve: Building a democratic classroom in teacher education. Critical Literacy: Theories & Practices, 7(2), 69–78.  \nWong, A., Remin, R., Love, R., Aldred, R., Ralph, P., & Cook, C.(2013). Building pedagogical community in the classroom. Christian Higher Education, 12(4), 282–282.  \nWraga, W. G. (1998). Democratic leadership in the classroom: Theory into practice. Retrieved from [https://eric](https://eric). [ed.gov/?id=ED427998](ed.gov/?id=ED427998) .  \n• • •  \nKim Crosby serves as Assistant Professor of Education and Director of Teacher Education at Lyon College. Her research interests include public school policy, equity in education, and social justice. She has spent the last 25 years as an educator, first teaching at the secondary level, then directing an Upward Bound program, and finally preparing teacher candidates to become teacher leaders.  \nPreparing Students to Collaborate Across Divides: Deliberative Pedagogy, Communication, and Community  \nTheresa Hickey, Ph .D .  \nSt  . Martin’s University  \nAbstract  \nDemocracy—with its complicated problems, multiplicity of positions, and often deeply held convictions—has always been messy. How do we prepare students to participate meaningfully in this type of world, where issues are complex and opinions vary widely? Knowledge about democratic ideals and development of civic dispositions is important, but for students to fully participate in democratic life, they also need skills to use when collaborating around difficult problems. This essay explores the educational paradigm of deliberative pedagogy as understood through its origins in the political idea of deliberative democracy. It discusses the difficult transition of deliberative democracy into educational practice, and suggests deliberative pedagogy might be more seamlessly incorporated. It also considers implications of this pedagogy for teacher preparation programs. Finally, it suggests ways in which this paradigm supports the mission of liberal arts institutions, especially as it concerns discourse, community, and life within a democratic society.  \n14 AILACTE Volume XV Fall 2018 AILACTE Journal 15  \nHickey  \nShouting, sensationalism, and name-calling all exemplify what might be described as an increasingly hostile culture of communication (Gerhart, 2009; Leskes, 2013; Potthoff, Mantle-Bromley, Clark, Kleinsasser, Badiali, & Baugh, 2009). When engaging with complex problems and differences of opinion, our habits of communication appear to be growing more contentious. But is this discord really worse than in the past? Possibly not; our democratic history is filled with moments of conflict and belligerent communication. To think that current toxic behaviors are “products of the modern era” negates a long history of struggles within our democratic past (Leskes, 2013).  \nDemocracy—with its complicated problems, multiplicity of positions, and often deeply held convictions—has always been messy (Gerhart, 2009; Gutmann & Thompson, 2004). One current condition that might be intensifying discord is the constant and instantaneous barrage of noise, opinion, misinformation, and incivility afforded by ubiquitous social media (Gerhart, 2009; Leskes, 2013). However, this discord also might be due to our own limitations. We might simply be ill equipped to meaningfully engage with challenging social problems—weak in skills such as listen","cbCaidC7EuWRLjem","https://ap.wps.com/l/cbCaidC7EuWRLjem","pdf",394683,"English","# Abstract\n## Deliberative pedagogy and democratic participation\n## Communication climate and social media effects\n## Teacher education and higher education implications\n## Skills for collaboration across divides","[{\"question\":\"What central challenge does the essay address about preparing students for democracy?\",\"answer\":\"The essay asks how to prepare students to participate meaningfully in a world where issues are complex and opinions are widely divided, requiring both theoretical and practical understanding of politics, language, and education.\"},{\"question\":\"How does the essay connect democratic participation to students’ communication skills?\",\"answer\":\"It argues that knowing democratic ideals and developing civic dispositions is not enough; students need skills for collaborating around difficult problems and communicating respectfully across differing viewpoints.\"},{\"question\":\"What does the essay suggest for teacher preparation and higher education?\",\"answer\":\"It proposes that deliberative pedagogy can be more seamlessly incorporated into practice, and it highlights implications for teacher preparation programs and liberal arts institutions through discourse, community engagement, and civic life.\"}]","Preparing Students to Collaborate Across Divides - Deliberative Pedagogy, Communication, and Community | PDF",1792070243,15]