Let’s Discuss: How Politics Makes Us Stupid

There is a fascinating article up at Vox.com that I encourage all NCDD members and subscribers to our Transpartisan Listserv to give some thought to. My friend Jean Johnson at Public Agenda, one of NCDD’s organizational members, alerted me to it last week, and it ties directly into conversations that are going on in both the NCDD Discussion list and the Transpartisan list.

PoliticsStupidPost1The article by Ezra Klein, How Politics Makes Us Stupid, talks about research that shows that a more informed public has little effect on politics, polarization, and political opinions.  Instead, “Cutting-edge research shows that the more information partisans get, the deeper their disagreements become.”

Researcher Dan Kahan’s findings were that people accepted some information without any problem — but in cases where their social standing and relationships were effected by their take on an issue, people dismissed information as faulty that didn’t line up with their group’s / tribe’s / community’s stances. This was true for partisans on both sides of the aisle.

Here’s an excerpt:

Kahan is quick to note that, most of the time, people are perfectly capable of being convinced by the best evidence. There’s a lot of disagreement about climate change and gun control, for instance, but almost none over whether antibiotics work, or whether the H1N1 flu is a problem, or whether heavy drinking impairs people’s ability to drive. Rather, our reasoning becomes rationalizing when we’re dealing with questions where the answers could threaten our tribe — or at least our social standing in our tribe. And in those cases, Kahan says, we’re being perfectly sensible when we fool ourselves.

And another:

Kahan calls this theory Identity-Protective Cognition: “As a way of avoiding dissonance and estrangement from valued groups, individuals subconsciously resist factual information that threatens their defining values.” Elsewhere, he puts it even more pithily: “What we believe about the facts,” he writes, “tells us who we are.” And the most important psychological imperative most of us have in a given day is protecting our idea of who we are, and our relationships with the people we trust and love.

This has so many implications for dialogue and deliberation work — about the role of experts and the effectiveness of expert knowledge, for instance.  It makes me wonder if we emphasize enough the SOCIAL aspects of dialogue and deliberation.  Are we doing enough to help people feel affinity for each other before launching into high-level deliberative discussions, for instance?  Are we doing enough to change the culture of our communities, or are we just engaging those who are already receptive to considering different viewpoints?

PoliticsStupidPost2The article goes on to talk about how Washington has become a machine for making identity-protective cognition easier. There is lots of thought-provoking stuff in this article for transpartisans to consider!

My big disappointment with this article is the conclusions at the end.  Kahan has come up with “communications” solutions, like having the FDA think through what people’s rational position-based arguments will be against a new policy, and communicate their decisions in a way that provides a rational response to those arguments.  The author, Ezra Klein, is dissatisfied with that solution and refers to it as “spin” at one point, and he concludes that “If American politics is going to improve, it will be better structures, not better arguments, that win the day.”

To me, the whole article pointed to the need for people to develop connections and relationships — strong ones — to those outside of their tribe.  Of course I see dialogue and deliberation as being key to that shift. Engaging in meaningful conversations about tricky issues like gun safety, climate change, and abortion with people you don’t necessarily see eye-to-eye with is not just about thinking more deeply or more rationally about these issues than we tend to. It’s also about seeing those who are “outside of your tribe” (those from the other side of the aisle, or those from a different class, race or generation than you) in a different light.

Portland2010-cafetableThis is one of the reasons NCDD has always encouraged “dialogue” to happen before “deliberation” takes place. Thought these terms (and the practices they represent) often blur, dialogue centers around storytelling, relationship-building and a focus on building understanding before any kind of decision or action is on the table. Deliberation tends to focus more on understanding issues, options and trade-offs to set the stage for better decisions and judgments. (Dig in a little deeper on our What Are Dialogue & Deliberation? page.)

We are in dire need of both dialogue and deliberation today, but combined, I believe these practices can work to counteract this “Identity-Protective Cognition” — or at least help people begin to broaden their ideas about who is in their tribe.

What do you think? Do you agree that “D&D” can counteract our tendency to only be effected by the evidence that leaves us unchanged and feeling safe with our social group? And if so, what are our shining examples of where this is happening? Where are you making inroads on this? And perhaps most importantly, what can be done to encourage your good work to become more widespread?

Let’s Discuss: How Politics Makes Us Stupid

There is a fascinating article up at Vox.com that I encourage all NCDD members and subscribers to our Transpartisan Listserv to give some thought to. My friend Jean Johnson at Public Agenda, one of NCDD’s organizational members, alerted me to it last week, and it ties directly into conversations that are going on in both the NCDD Discussion list and the Transpartisan list.

PoliticsStupidPost1The article by Ezra Klein, How Politics Makes Us Stupid, talks about research that shows that a more informed public has little effect on politics, polarization, and political opinions.  Instead, “Cutting-edge research shows that the more information partisans get, the deeper their disagreements become.”

Researcher Dan Kahan’s findings were that people accepted some information without any problem — but in cases where their social standing and relationships were effected by their take on an issue, people dismissed information as faulty that didn’t line up with their group’s / tribe’s / community’s stances. This was true for partisans on both sides of the aisle.

Here’s an excerpt:

Kahan is quick to note that, most of the time, people are perfectly capable of being convinced by the best evidence. There’s a lot of disagreement about climate change and gun control, for instance, but almost none over whether antibiotics work, or whether the H1N1 flu is a problem, or whether heavy drinking impairs people’s ability to drive. Rather, our reasoning becomes rationalizing when we’re dealing with questions where the answers could threaten our tribe — or at least our social standing in our tribe. And in those cases, Kahan says, we’re being perfectly sensible when we fool ourselves.

And another:

Kahan calls this theory Identity-Protective Cognition: “As a way of avoiding dissonance and estrangement from valued groups, individuals subconsciously resist factual information that threatens their defining values.” Elsewhere, he puts it even more pithily: “What we believe about the facts,” he writes, “tells us who we are.” And the most important psychological imperative most of us have in a given day is protecting our idea of who we are, and our relationships with the people we trust and love.

This has so many implications for dialogue and deliberation work — about the role of experts and the effectiveness of expert knowledge, for instance.  It makes me wonder if we emphasize enough the SOCIAL aspects of dialogue and deliberation.  Are we doing enough to help people feel affinity for each other before launching into high-level deliberative discussions, for instance?  Are we doing enough to change the culture of our communities, or are we just engaging those who are already receptive to considering different viewpoints?

PoliticsStupidPost2The article goes on to talk about how Washington has become a machine for making identity-protective cognition easier. There is lots of thought-provoking stuff in this article for transpartisans to consider!

My big disappointment with this article is the conclusions at the end.  Kahan has come up with “communications” solutions, like having the FDA think through what people’s rational position-based arguments will be against a new policy, and communicate their decisions in a way that provides a rational response to those arguments.  The author, Ezra Klein, is dissatisfied with that solution and refers to it as “spin” at one point, and he concludes that “If American politics is going to improve, it will be better structures, not better arguments, that win the day.”

To me, the whole article pointed to the need for people to develop connections and relationships — strong ones — to those outside of their tribe.  Of course I see dialogue and deliberation as being key to that shift. Engaging in meaningful conversations about tricky issues like gun safety, climate change, and abortion with people you don’t necessarily see eye-to-eye with is not just about thinking more deeply or more rationally about these issues than we tend to. It’s also about seeing those who are “outside of your tribe” (those from the other side of the aisle, or those from a different class, race or generation than you) in a different light.

Portland2010-cafetableThis is one of the reasons NCDD has always encouraged “dialogue” to happen before “deliberation” takes place. Thought these terms (and the practices they represent) often blur, dialogue centers around storytelling, relationship-building and a focus on building understanding before any kind of decision or action is on the table. Deliberation tends to focus more on understanding issues, options and trade-offs to set the stage for better decisions and judgments. (Dig in a little deeper on our What Are Dialogue & Deliberation? page.)

We are in dire need of both dialogue and deliberation today, but combined, I believe these practices can work to counteract this “Identity-Protective Cognition” — or at least help people begin to broaden their ideas about who is in their tribe.

What do you think? Do you agree that “D&D” can counteract our tendency to only be effected by the evidence that leaves us unchanged and feeling safe with our social group? And if so, what are our shining examples of where this is happening? Where are you making inroads on this? And perhaps most importantly, what can be done to encourage your good work to become more widespread?

Register for an Online Conversation on Fixing Politics

The National Issues Forums Institute, an NCDD organizational partner, is hosting an exciting conversation next Tuesday, July 8th, that we want to make sure you hear about. NIFI is inviting folks to register for an online conversation on the topic of its new issue guide, Fixing American Politics, utilizing new technology from our partners at the Kettering Foundation.

NCDD’s director, Sandy Heierbacher, and other NCDDers will be participating in this live at a workshop at Kettering, and we hope you can join them! You can find more details in the letter below from NIFI’s Northern Virginia affiliate or by reading NIFI’s original announcement here.


NIF-logoI’m writing to invite you to join a new experiment, an online National Issues Forum.

It takes place Tuesday, July 8 at 2:30 pm to 4:30 pm EDT. All you need to participate is a web browser and the willingness to use chat for conversation.

The topic is “Political Fix – How Do We Get American Politics Back on Track?” You can download the issue guide by clicking here. The issue guide provides the road map for our discussion and essential background. If you’d like to watch a three-minute video that previews the topic, you can view by clicking here.

You can register by completing the online form at the new website of National Issues Forums of Northern Virginia at www.nifnva.org. There are only a few spots left – first-come, first-served – but more forums are coming.

The forum is a test of a new software tool from the Kettering Foundation that will hopefully help bring moderated deliberation on national issues to a wider audience.

I hope you are as interested as I am in helping to develop this new tool for more people to participate in political life.

Sincerely,

Bill Corbett, National Issues Forums of Northern Virginia

 

New EvDem Documentary on Youth Mental Health Dialogue

We hope you will take a moment to read about a great project that our organizational partners at Everyday Democracy are working on with a New Mexico youth organization called Generation Justice. Their new documentary is helping young people have the difficult but needed conversations about mental health in connection with the NCDD-supported Creating Community Solutions initiative. We hope you’ll take a moment to read about their work or find the original post from EvDem here.


EvDem LogoWhen the Mask Comes Off, produced by the youth media organization Generation Justice, is a video documentary featuring young people from New Mexico discussing their experiences of living with mental illness. We hear stories of struggle on their journey from misperception and alienation toward self-acceptance and healing. The documentary comes with adaptable discussion guides for use in communities and schools.

Generation Justice Executive Director Roberta Rael said, “We want to make sure that young people have a voice in the discussions about mental health and that young people contribute to the change that is needed.” View the video trailer here:

When the Mask Comes Off is a partnership between Generation Justice and Everyday Democracy, a national organization working with communities to create positive change by providing tools, advice and strategies that help make democracy real for everyone.

Everyday Democracy answered the call of President Barack Obama for a National Dialogue on Mental Health and helped establish Creating Community Solutions to help local communities enter the national conversation. In July 2013, Albuquerque became one of the first cities to launch a multi-year initiative to bring people into dialogue as part of the National Dialogue on Mental Health.

At the launch event on July 20, hundreds of residents across the community participated in dialogue and identified a priority to expand mental health resources for young people and to create opportunities for youth to talk about mental health. Subsequent neighborhood dialogues throughout the region have also identified that priority. The release of When the Mask Comes Off is a step in fulfilling that need.

Martha McCoy, executive director of Everyday Democracy, said, “Bringing young people’s voices into this critical conversation has surfaced as a priority in community dialogues across the United States. When the Mask Comes Off will open the door for that difficult conversation.”

See the full version of the film.

View and download the discussion guide for schools.

View and download the discussion guide for communities.

The original version of this post from Everyday Democracy can be found at http://everyday-democracy.org/news/young-people-talk-about-living-mental-illness-new-documentary-when-mask-comes#.U6HZaPldUlp.

New EvDem Documentary on Youth Mental Health Dialogue

We hope you will take a moment to read about a great project that our organizational partners at Everyday Democracy are working on with a New Mexico youth organization called Generation Justice. Their new documentary is helping young people have the difficult but needed conversations about mental health in connection with the NCDD-supported Creating Community Solutions initiative. We hope you’ll take a moment to read about their work or find the original post from EvDem here.


EvDem LogoWhen the Mask Comes Off, produced by the youth media organization Generation Justice, is a video documentary featuring young people from New Mexico discussing their experiences of living with mental illness. We hear stories of struggle on their journey from misperception and alienation toward self-acceptance and healing. The documentary comes with adaptable discussion guides for use in communities and schools.

Generation Justice Executive Director Roberta Rael said, “We want to make sure that young people have a voice in the discussions about mental health and that young people contribute to the change that is needed.” View the video trailer here:

When the Mask Comes Off is a partnership between Generation Justice and Everyday Democracy, a national organization working with communities to create positive change by providing tools, advice and strategies that help make democracy real for everyone.

Everyday Democracy answered the call of President Barack Obama for a National Dialogue on Mental Health and helped establish Creating Community Solutions to help local communities enter the national conversation. In July 2013, Albuquerque became one of the first cities to launch a multi-year initiative to bring people into dialogue as part of the National Dialogue on Mental Health.

At the launch event on July 20, hundreds of residents across the community participated in dialogue and identified a priority to expand mental health resources for young people and to create opportunities for youth to talk about mental health. Subsequent neighborhood dialogues throughout the region have also identified that priority. The release of When the Mask Comes Off is a step in fulfilling that need.

Martha McCoy, executive director of Everyday Democracy, said, “Bringing young people’s voices into this critical conversation has surfaced as a priority in community dialogues across the United States. When the Mask Comes Off will open the door for that difficult conversation.”

See the full version of the film.

View and download the discussion guide for schools.

View and download the discussion guide for communities.

The original version of this post from Everyday Democracy can be found at http://everyday-democracy.org/news/young-people-talk-about-living-mental-illness-new-documentary-when-mask-comes#.U6HZaPldUlp.

Featured D&D Story: Class Discussion on Gun Violence

Today we’d like to feature a great example of dialogue and deliberation in action, a class discussion on gun violence from University of Missouri. This mini case study was submitted by NCDD supporting member Sarah Read of the Communications Center, Inc. via NCDD’s new Dialogue Storytelling Tool. Do you have a dialogue story that our network could learn from? Add YOUR dialogue story today! 


ShareYourStory-sidebarimageTitle of Project: Class Discussions on Gun Violence

Description

Last summer I was asked to redesign and teach the Public Policy Dispute Resolution class at the University of Missouri School of Law which I then taught in the fall semester. At the outset of the semester, the students were asked to write an essay about why they had enrolled and what they hoped to learn.

The majority of those essays reflected the students’ deep concerns, as citizens, with the partisan nature of our political discourse and their frustration at how quickly discussions on difficult issues, even with friends and family, turned into name-calling and debate. The students expressed a desire to better understand and address such things as “media-fueled divisiveness”, lack of “nuance in everyday politics”, and “polarization”. They also asked to learn about how points of view form, how policies are made, how to help opposing groups communicate, and how to “explore the area between two extreme views.”

These questions were discussed in the first part of the semester when we focused on skills such as conflict mapping, question framing, and use of non-adversarial dialogue patterns, and the use of different processes to navigate conflict. The last third of the semester focused on actually applying this learning to a difficult dialogue, and the topic chosen by the class was issues relating to gun control or violence.

The classes that followed were designed to allow the students to directly experience how the choice and sequencing of dialogue structures (here informal dialogue, through a World Cafe type forum, to a more deliberative issue forum), paired with dialogue-based phrasing, can change the usual scripts used in discussion of a politicized, highly charged issue like gun violence.

To focus the discussion students were given a real-world hypothetical of adopting a policy on who could carry guns in public schools. This hypothetical used the demographics of an identified nearby school district and a law that had been recently adopted in Kansas. Class members came into the discussions with a wide range of viewpoints (which had been reflected in their prior essays) and were loosely assigned roles as community members.

The two students who agreed to serve as (i) a school board member highly supportive of both the law and of allowing more guns in the schools, and (ii) the superintendent responsible for managing budgets, safety, personnel, and overall administration, received more detailed supporting information for their roles. They were instructed to raise or share thoughts and information as seemed natural or appropriate in the discussions.

Although starting from very different places, the students were (to their surprise), over three sessions, able to reach unanimous agreement on an interim policy that could be placed into effect immediately. Much of this progress had to do with how the dialogues were sequenced.

Which dialogue and deliberation approaches did you use or borrow heavily from?

  • National Issues Forums
  • World Cafe
  • Conversation Cafe

What was your role in the project?

Professor / Convener

What issues did the project primarily address?

  • Crime and safety
  • Education
  • Partisan divide

Lessons Learned

The sequencing of different dialogue processes, with time off between sessions, when done thoughtfully, can substantially lessen the overall in-person time needed for groups to come to agreement. Sequencing also allows for better option development, and promotes more productive deliberations at the time deliberative thinking is required. This is because successful resolution of complex issues requires integrative thinking about several different factors – information, interests, values, and rules or standards.

Integrative thinking takes time. Sequencing discussions can provide the necessary time for new ideas and options to emerge. Effective integrative thinking within a group also takes trust in the others that you are making decisions with. Without trust, information is discounted and risk to one’s personal interests is likely to take precedence over the effects on others in the community.

Simply put, building trust requires an effort to build relationships. Building relationships also takes time, and multiple contacts. By sequencing conversations so that deliberation does not occur too soon allows for better relationship development.

Where to learn more about the project:

Read full series of posts here: http://buildingdialogue.wordpress.com/2014/03/15/teaching-the-navigation-of-difficult-dialogues-intro.

Featured D&D Story: Class Discussion on Gun Violence

Today we’d like to feature a great example of dialogue and deliberation in action, a class discussion on gun violence from University of Missouri. This mini case study was submitted by NCDD supporting member Sarah Read of the Communications Center, Inc. via NCDD’s new Dialogue Storytelling Tool. Do you have a dialogue story that our network could learn from? Add YOUR dialogue story today! 


ShareYourStory-sidebarimageTitle of Project: Class Discussions on Gun Violence

Description

Last summer I was asked to redesign and teach the Public Policy Dispute Resolution class at the University of Missouri School of Law which I then taught in the fall semester. At the outset of the semester, the students were asked to write an essay about why they had enrolled and what they hoped to learn.

The majority of those essays reflected the students’ deep concerns, as citizens, with the partisan nature of our political discourse and their frustration at how quickly discussions on difficult issues, even with friends and family, turned into name-calling and debate. The students expressed a desire to better understand and address such things as “media-fueled divisiveness”, lack of “nuance in everyday politics”, and “polarization”. They also asked to learn about how points of view form, how policies are made, how to help opposing groups communicate, and how to “explore the area between two extreme views.”

These questions were discussed in the first part of the semester when we focused on skills such as conflict mapping, question framing, and use of non-adversarial dialogue patterns, and the use of different processes to navigate conflict. The last third of the semester focused on actually applying this learning to a difficult dialogue, and the topic chosen by the class was issues relating to gun control or violence.

The classes that followed were designed to allow the students to directly experience how the choice and sequencing of dialogue structures (here informal dialogue, through a World Cafe type forum, to a more deliberative issue forum), paired with dialogue-based phrasing, can change the usual scripts used in discussion of a politicized, highly charged issue like gun violence.

To focus the discussion students were given a real-world hypothetical of adopting a policy on who could carry guns in public schools. This hypothetical used the demographics of an identified nearby school district and a law that had been recently adopted in Kansas. Class members came into the discussions with a wide range of viewpoints (which had been reflected in their prior essays) and were loosely assigned roles as community members.

The two students who agreed to serve as (i) a school board member highly supportive of both the law and of allowing more guns in the schools, and (ii) the superintendent responsible for managing budgets, safety, personnel, and overall administration, received more detailed supporting information for their roles. They were instructed to raise or share thoughts and information as seemed natural or appropriate in the discussions.

Although starting from very different places, the students were (to their surprise), over three sessions, able to reach unanimous agreement on an interim policy that could be placed into effect immediately. Much of this progress had to do with how the dialogues were sequenced.

Which dialogue and deliberation approaches did you use or borrow heavily from?

  • National Issues Forums
  • World Cafe
  • Conversation Cafe

What was your role in the project?

Professor / Convener

What issues did the project primarily address?

  • Crime and safety
  • Education
  • Partisan divide

Lessons Learned

The sequencing of different dialogue processes, with time off between sessions, when done thoughtfully, can substantially lessen the overall in-person time needed for groups to come to agreement. Sequencing also allows for better option development, and promotes more productive deliberations at the time deliberative thinking is required. This is because successful resolution of complex issues requires integrative thinking about several different factors – information, interests, values, and rules or standards.

Integrative thinking takes time. Sequencing discussions can provide the necessary time for new ideas and options to emerge. Effective integrative thinking within a group also takes trust in the others that you are making decisions with. Without trust, information is discounted and risk to one’s personal interests is likely to take precedence over the effects on others in the community.

Simply put, building trust requires an effort to build relationships. Building relationships also takes time, and multiple contacts. By sequencing conversations so that deliberation does not occur too soon allows for better relationship development.

Where to learn more about the project:

Read full series of posts here: http://buildingdialogue.wordpress.com/2014/03/15/teaching-the-navigation-of-difficult-dialogues-intro.

Schooler Op-Ed on Cantor’s (Lack of) Engagement

We recently read a great editorial in the Star-Telegram penned by NCDD supporting member Larry Schooler that was too good not to share. Larry reflects on House Majority Leader Eric Cantor’s recent re-election loss amid claims that he was “out of touch” with is local constituency and what it says about public officials’ engagement practices. We encourage you to read Larry’s editorial below or to find the original here.


Elected Officials Must Always Be Engaged

Analysis of the surprising defeat of House Majority Leader Eric Cantor included the notion, as one county GOP chair told The Washington Post, that voters “hadn’t seen him,” that Cantor had lost touch with his constituency after a long tenure in office and a greater focus on inside-the-Beltway politics than on his district.

Cantor would not be the first to face accusations of being “out of touch” with his electorate, and his defeat raises important questions about how elected officials at all levels should engage constituents after elections.

The “radio silence” that many officeholders adopt after taking office, particularly at the state and national levels, can leave many voters feeling unrepresented.

At the local level, mayors and public administrators in cities across America have begun to realize that those affected by a City Council’s decision should be able to affect those decisions.

Many cities have moved past the era in which people are asked to wait around for hours to speak for a mere three minutes on a topic of great concern to them, the fate of which was likely decided much earlier.

Many cities have taken innovative approaches to engaging the public in dialogue well before making any decisions about policy or budgeting. In cities like New York and Chicago, the public has been invited to “participatory budgeting” processes in which they propose and then vote on specific projects to receive city funding.

In cities like Austin and Fort Worth, citizens can attend a meeting in person or watch the same meeting on television or online. Afterward, they can interact with officials by phone, text message or social media, producing an audience of several thousand that represents a broader cross-section of the public than would otherwise be possible.

But few members of Congress deviate from the “town hall” medium of engagement: positioning themselves in front of a verbal firing squad at the front of an auditorium only to face a barrage of often hostile questions that leave them defensive and silence those who want to have a serious conversation.

Given Congress’s recess schedule and its use of social media, politically advantageous opportunities exist for more robust engagement between members and their constituents, both in person and online. Members of Congress could ask their constituents directly how to handle issues at hand.

Certainly, constituents could call or write, but in the absence of any invitation to provide input or personalized response, the exercise could seem futile.

In its “core values,” the International Association for Public Participation argues that governments should “provide participants with the information they need to participate in a meaningful way,” and “communicate to participants how their input affected the decision.”

Incumbents who don’t take heed could increasingly face a fate like Eric Cantor’s, tossed from office for being unengaged with voters.

You can find the original version of this Star-Examiner editorial at www.star-telegram.com/2014/06/12/5896487/elected-officials-must-always.html?rh=1#storylink=cpy.

National Dialogue on Mental Health Turns 1!

A little over one year ago, on June 3rd, President Obama called for a national dialogue on mental health. Since then, the alliance of organizations running Creating Community Solutions (including NCDD) have been finding creative ways to get Americans talking about mental health in their communities.

It has been quite the year, with highs and lows and plenty of pleasant surprises along the way. Check out our Creating Community Solutions tag for all the NCDD posts on the project, and definitely explore the CCS website if you haven’t already.

As part of the project’s effort to link hundreds of community dialogues to action, CCS has been offering educational webinars. Visit www.creatingcommunitysolutions.org/resources and scroll down the page to “Training Opportunities,” where you’ll find the following webinars archived and ready for you to view on demand:

  • Local Education Agency Grant Opportunities in Mental Health
  • State Education Agency Grant opportunities in Mental Health
  • Preventing mental health problems and identifying issues early by connecting child serving systems
  • Text, Talk, Act & Connect!
  • “Now is the Time” Project AWARE State Educational Agency Grants

See many more resources for holding dialogues on mental health at www.creatingcommunitysolutions.org/resources, and check out all the write-ups from the dialogues that have taken place at www.creatingcommunitysolutions.org/outcomes.

CCS-Map-6-11-14

C2D2 Climate Change Deliberation Webinar on Thursday

NCDD’s sister organization, the Canadian Community for Dialogue and Deliberation (C2D2), is hosting a great webinar this Thursday, June 5th, starting at 12pm Eastern/9am Pacific that we wanted to make sure you heard about. The webinar will focus on learning from a climate deliberation initiative in Alberta and will be facilitated by three NCDD members. You can read more about or find out more by clicking here, and make sure to register today by clicking here.


C2D2 Webinar: Climate Change, Dialogue, and Deliberation

C2D2-logoThis webinar will provide an opportunity to learn about the work of Alberta Climate Dialogue (ABCD). This five year initiative (2010-2015) brings together a group of researchers and practitioners who are exploring how citizen deliberation can contribute to shifting engagement and policy on climate change locally and internationally.

This webinar will be an opportunity to discuss in detail what is being learned about deliberative dialogue practice from the following three deliberations:

In the spirit of the ABCD collaboration, the webinar will be facilitated by three of its members:

  • Dr. David Kahane, principal investigator and project lead, University of Alberta
  • Dr. Gwendolyn Blue, researcher, University of Calgary
  • Jacquie Dale, practitioner, One World Inc. and C2D2 Board member

ABCD’s work is funded by a Community-University Research Alliance grant from the Social Sciences and Humanities Research Council of Canada as well as contributions from universities, governments, and NGOs that are partners. Deliberative events are co-funded with government, civil society partners, and further grants.

You can find the original version of this post at http://c2d2.ca/c2d2-webinar-climate-change-dialogue-and.