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Agency and Deliberative Communication in the Classroom

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  • Leyla Tavernaro-Haidarian

Abstract

Among many challenges in the space of education in the global South, we find that curricula are often out of touch with the contextual reality of students and that classroom or lecture-hall sizes are too big to engage a critical majority. Therefore, reimagining educational processes, or aspects thereof, becomes imperative. This article proposes that cultivating relational models of communication in the classroom is particularly useful in empowering students to connect with, participate, and actively co-shape the content and process of curricula and that it does so by casting agency as the freedom to work “with†rather than “against†or independently of the status quo. It also captures and reflects on the experience of a group of students and facilitators who employed such an approach in their classroom.

Suggested Citation

  • Leyla Tavernaro-Haidarian, 2020. "Agency and Deliberative Communication in the Classroom," SAGE Open, , vol. 10(1), pages 21582440209, January.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:1:p:2158244020902077
    DOI: 10.1177/2158244020902077
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    References listed on IDEAS

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    1. Maeve Cooke, 2000. "Five Arguments for Deliberative Democracy," Political Studies, Political Studies Association, vol. 48(5), pages 947-969, December.
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    Cited by:

    1. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.

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