| Summary: | This overview can be summarized as a systematic literature study regarding deliberately arranged teaching about democracy and civic in social education. There is immersive research about deliberation since the 1990´s around deliberative democracy and in which way this model can be used in a classroom with the purpose of forming students into good citizens. The results of this kind of research have been contentious for example some types of researches points towards that some school programs have more advantages in a classroom deliberation than others. Other methods have shown that deliberative dialogues in the classroom is beneficial for developing broader knowledge among the students. Therefore, this study will be focused on gathering and categorizing different types of studies regarding deliberative education amongst students. There has also been an emphasis on showing how this research defines the concept of deliberative education. This overview categorizes studies with an emphasis on classroom climate, studies that focus on the teacher’s role as well as studies that focus on the student. The research will show what view the teachers and students have about deliberative education. Such as what positive images and experiences are there and what problems can be found with deliberative education. What effects does deliberative education have on knowledge, values and involvement and is the view unambiguous or is it contradictory. This paper enriches further studies by show holes in the research. Society is in constant change and there are new demands on the knowledge mediation. By compiling results and conclusions this overview can show holes in the research or at least give inspiration to further studies. Since the deliberative dialogues requires different opinions and perspective it can be seen as a method among others to include students to share each other's differences. This can be seen as important especially in regards of future classrooms with a larger variation of people from different backgrounds, both ethnically, culturally, and religiously.
|
|---|
