Curriculum Resources

Traditional Deliberation

Traditional deliberation models require students to consider opposing viewpoints on an issue, such as reproductive rights, immigration policy, or hate speech. They then take part in structured discussions in which they formally and dispassionately present reasons and evidence to support a position (sometimes switching positions in the process), so that each side is given a fair hearing. An example of traditional deliberation is Structured Academic Controversy.

Collaborative Deliberation

The purpose of collaborative deliberation is discussion “with an eye  towards decision-making” (Parker, 2003, p. 80). These decisions are framed in a less adversarial manner and focus on means rather than ends: how to staff the museum or how to restore  wetlands to prevent flooding. They therefore provide a meaningful context within which people can  work together on issues that already matter to them, rather than trying  to find common ground across frequently unbridgeable divides. Collaborative deliberation also encourages a greater range of expressive forms.

When planning for collaborative deliberation, teachers should:

• Frame issues not in terms of whether to take action but in terms of how to take action.
• Organize student groups based on shared concerns and the kinds of solutions they want to consider.
• Teach students to use different kinds of discourse, including personal stories or emotional appeals.

For more information about collaborative deliberation, please read this Phi Delta Kappan article. 

SELECT: A suitably defined societal issue

Indigenous coastal communities in Louisiana are threatened by sea level rise caused by climate change. 

FRAME: An open-ended main question for deliberation

How can we protect Indigenous coastal communities in Louisiana from the threat of sea level rise? 

ENGAGE: Materials that help students understand the issue and extend concern to those affected

Climate Refugees in Louisiana  

https://www.theadvertiser.com/in-depth/news/2020/02/27/isle-de-jean-charles-louisiana-climate-refugees-resettlement/2448973001/ 

Coalition to Restore Coastal Louisiana

 https://www.crcl.org/land-loss/ 

NOAA Understanding living coastlines

https://www.fisheries.noaa.gov/insight/understanding-living-shorelines

ORGANIZE: Small group investigations of sub-questions

• How can we minimize coastal erosion in Louisiana? 

• How can we mitigate the impact of the loss of coastal wetlands on Indigenous communities in Louisiana?

• How can we contribute to the healthy growth of coastal wetlands in Louisiana?

EVALUATE: Proposed responses by deliberating collaboratively

• Is the solution effective in terms of addressing the problem directly or indirectly? What are the short and long-term advantages and limitations of the solution?

• Are the costs of the solution affordable? Is the solution efficient (i.e. does not waste resources)?

• Is the solution technically feasible using existing knowledge and technology?  

• Is the solution politically acceptable to people and their political representatives? 

• Is the solution equitable and fair (to everyone)? 

• What are the unintended effects of the solution? How important are they? 

SEEK: Examples and case studies that demonstrate hopeful possibilities of collective change

Oyster Shell recycling to restore reefs 

https://www.pbs.org/newshour/nation/how-louisiana-turns-discarded-oyster-shells-into-restored-coastline

EMBRACE: Diverse forms of communication and expression while engaged in deliberation

• Establish inclusive norms of communication

• Make space for expressions of emotion and passion

• Encourage arguments supported by both personal testimony and other more traditional forms of evidence such as research data and statistics

• Introduce a range of communicative norms to students and show when different forms of expression are most effective and appropriate

TAKE: Wise action to implement proposed responses

Utilize the decision matrix to select policy solution and, individually and collectively, implement the proposed responses