Chapter 3: Creating Citizens Capable of Advancing Democratic Deliberation in a Networked World

At the heart of social justice is the pursuit of ways in which we can advance the cause of democratic deliberation. Instead of looking at policies, practices, or tools that contribute to increased test scores, this chapter looks to follow the work of John Dewey. Rather than resembling the one-size-fits-all, quantifiably objective, prepackaged curriculum that testing-centered education requires, curricula in the service of democracy should (1) be in a perpetual state of critique and revision based on the needs, interests, histories, and expertise of particular groups, and (2) not serve as ends that can be defined and measured but as means to guide open, inclusive, reflective, uncertain, and ongoing inquiry into the nature and form of social problems (Dewey, 1900/1990, 1916/1944, 1938; Hickman, 2001). Particularly important to this chapter is the relationship between seemingly individual thoughts and actions and their social origins that Dewey asserted had consequences that rippled through the public sphere. Dewey (1927/1954) contended that it was of the utmost importance that the origins and consequences of these associated actions be collectively identified and controlled.