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  • 1.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Democratic Education and Agonism: Exploring the Critique from Deliberative Theory2018Ingår i: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 26, nr 1, s. 1-9, artikel-id 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students’ emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory.

    The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe’s agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe’s agonistic theory

  • 2.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    How to End a Discussion: Consensus or Hegemony?2019Ingår i: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 27, nr 2, s. 1-5Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    By taking the vantage point of agonistic pluralism, the aim is to enter into dialogue with Samuelsson’s theoretical development of consensus as an educational aim for classroom discussions. The response highlights three points of interest in the deliberative conception of consensus. The first point relates to the problem of exclusion, which Samuelsson clearly framed as something that concerns deliberative theory and agonistic theory. The second point is about the relation between conflict and consensus and the kind of conflict that is compatible with Samuelsson’s idea of consensus. The concluding part of this response is an exploration of how the agonistic concept of hegemony could function as an alternative aim for ending classroom discussions.

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