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Category Archives: public policy dispute resolution

Review of Democracy, Deliberation and Education

Posted on February 16, 2018 by Keiva Hummel
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The 5-page review written by Stacie Molnar-Main of Democracy, Deliberation and Education (2017), by Robert Asen was published in the Journal of Public Deliberation: Vol. 13: Iss. 1. In the book, Asen compiled and analyzes case studies of three school boards’ deliberations over a two-year period and how they addressed concerns of accountability and policy change. Read an excerpt of the review below and find the PDF available for download on the Journal of Public Deliberation site here.

From the review…

Democracy, Deliberation and Education is comprised of case studies of three school boards’ deliberations over a two-year period, during which board members addressed local educational concerns in the context of accountability and market driven state and federal policies. Through these cases, Robert Asen demonstrates how theoretical issues in deliberative decision-making manifest in the work of local boards as they decide how to approach issues like district extra-curricular activities, finances, personnel and open enrollment. Drawing on the work of deliberative theorists such as Habermas, Rawls, Dewey, and others, the book explores themes raised by the boards’ deliberation and argues that school boards are positioned to play a pivotal role in advancing the “Great Community” that Dewey envisioned.

The book includes five theme-based chapters, in addition to an introduction and conclusion. Early on, Asen references public sphere theory when he describes school boards as “strong publics” – publics engaged in both opinion formation and policy-making. As such, they serve as sites where “participants might engage one another to develop collectively perspectives and positions that each might not hold individually and to act on these perspectives and positions in charting a common course” (p. 35). Asen argues that school boards are distinct from most other examples of strong publics because they operate within an “education policy network.” This requires them to spend time interacting in state and federal policymaking environments, as well as in direct interaction with local constituents. From this unique space, the book explores how board members—as interlocutors— negotiate a policy environment which may constrain deliberation, while responding to contingent developments, localized needs and contested matters within their communities.

The next three chapters focus on individual cases and address the themes of ideology, scarcity and expertise. “Ideology” is explored through an analysis of one board’s decision to officially recognize a Gay Straight Alliance that had been informally meeting in the district’s schools. The chapter describes how dynamics of ideology interact in school board deliberations where participants’ individual commitments, district policy, and the law produce public tensions and board members are forced to make a decision under threat of a discrimination lawsuit. The next chapter considers the resources a district needs to deliberate productively. By examining budget deliberations in a community severely impacted by the 2008 recession, Asen explores how “scarcity” influenced the board’s decision to adopt a budget that would paradoxically result in a decrease in state funding. In this case, a system of scarcity—demarked by high community unemployment rates, a strained school budget, relative power differences among community stakeholders and perceptions of people’s economic suffering—influenced deliberations and produced results that were both non-rational and counter to the intent of state laws 1 Molnar-Main: Review of Democracy , Deliberation and Education seeking to ameliorate funding inequalities. The theme of “expertise” is explored through the case of a school board serving a more affluent community. In this school district, board members disproportionately engaged expertise over community values when making decisions about which students should be welcomed into the district under state laws promoting school choice. The chapter reveals how market models of expertise and education can pervade deliberations and limit the scope of information and concerns engaged in decision-making. This, in turn, can produce outcomes that weaken opportunities for public school students to learn in classrooms that reflect the economic, racial and ethnic diversity of the broader public.

Download the full review from the Journal of Public Deliberation here.

About the Journal of Public DeliberationJournal of Public Deliberation
Spearheaded by the Deliberative Democracy Consortium in collaboration with the International Association of Public Participation, the principal objective of Journal of Public Deliberation (JPD) is to synthesize the research, opinion, projects, experiments and experiences of academics and practitioners in the emerging multi-disciplinary field and political movement called by some “deliberative democracy.” By doing this, we hope to help improve future research endeavors in this field and aid in the transformation of modern representative democracy into a more citizen friendly form.

Follow the Deliberative Democracy Consortium on Twitter: @delibdem

Follow the International Association of Public Participation [US] on Twitter: @IAP2USA

Resource Link: www.publicdeliberation.net/jpd/vol13/iss1/art10/

Posted in All Resources, deliberation, education, Journal of Public Deliberation, Journals & Newsletters, public engagement, public policy dispute resolution, Reports & Articles, research | Leave a reply

Why and When Should We Use Public Deliberation?

Posted on July 27, 2016 by Keiva Hummel
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The five-page article, Why and When Should We Use Public Deliberation?, written by Stephanie Solomon and Julia Abelson, was published 2012 in the Hastings Center Report. In the article, Solomon and Abelson discuss the role of public deliberation in public policy decision-making. Public deliberation is an alternative process to determine public policy and can be a more effective method of creating policy than other familiar methods; depending on the circumstances of the issues, the level of engagement desired, and the needs of the community. Public deliberation can be an effective tool when working with conflicting values; for topics that require not just expert opinions but require the experiential knowledge and back ground that the community can provide; and when there is low trust among the people for public policy process. To explore this, the authors propose the question: why and when should we use public deliberation?

Below is an excerpt from the article and it can be read in full in the resource link at the bottom of this page. 

From the article…

Introduction
Public deliberation is an approach policy-makers can use to tackle public policy problems that require the consideration of both values and evidence. However, there is much uncertainty about why and when to choose it rather than more familiar approaches, such as public opinion polls or expert panels. With guidance on the why and when of public deliberation, policy-makers can use it appropriately to inform public policy.

To answer the “why” question, we emphasize the importance of matching the method to purpose. Public deliberation is not right for all policy issues. Polls, surveys, and focus groups are appropriate when the aim is to access the “top of mind” or “general attitudes” of the public, and when the issue is one that people think about or have experience with in their everyday lives. In addition, there are purely technical or scientific matters for which experts alone should be consulted, such as determining which flu viruses should be used to make next year’s vaccine.

But for an increasing number of public policy problems, neither of these approaches is adequate. For these issues, public deliberation can contribute to more legitimate policy decisions than other approaches; it can yield recommendations that are more feasible, better framed, more accountable, more inclusive, more just, and more balanced. Public deliberation may also have intrinsic value, increasing public-spiritedness, buy-in, and trust in governing institutions and their decisions, which are also central goals for policy-makers.

The “when” question has two parts: When is a policy question most suited for public deliberation, and when in the policy-making process should the public deliberate? Both questions are important.

…

When in the Policy Process?
Many argue that public deliberation is most likely to have a direct impact on policy decisions when it is undertaken in close proximity to the decision being made. At that point, because policy-makers know which options are available, participants are only given choices that are legitimately on the table. Thus, those who argue that public deliberation should only be undertaken when it can have a concrete impact on policy are committed to public deliberation taking place only downstream.

However, some argue that deliberation held just prior to a policy decision has already been framed by dominant groups, which limits the opportunity for the public to entertain and provide truly alternative views and options. In other words, the practical policy choices provided to deliberators downstream may not accurately reflect the spectrum of the public’s views on the issues. While participants may not have a direct voice in the final decision if engaged upstream, they may feel their participation is more significant because it shaped the policy questions themselves. Critics of upstream deliberation worry that participants will expect that their voices will be heeded, and when they do not see any direct results of their time and energy, they will be less likely to engage in the future.

Our view is that both upstream and downstream public deliberation is crucial, but that their effectiveness depends on the clarity with which expectations are established from the start. If people are engaged only downstream, they can never challenge the fundamental questions and options of policy decisions; they can only choose among preestablished options. If people are only engaged upstream, they have the chance to express their views, but they are less likely to directly influence real policy choices. Groups considering public deliberation should weigh these trade-offs. If possible, both upstream and downstream engagement should be utilized. If not, the implications of either choice should be made clear to participants.

Those who want to make the best public policy recommendations and decisions are faced with a multitude of approaches, from public polls, expert panels, surveys, and, increasingly, public deliberation. The choice of when to use which strategy should reflect the types of policy issues at hand, the state of the public’s trust at the time, and the timing and pace of the policy-making process associated with the given issues.

Resource Link: Why_and_When_Should_We_Use_Public Deliberation

Posted in All Resources, decision making, deliberation, great for public managers, health care, inclusivity, mental Illness, public engagement, public policy dispute resolution, Reports & Articles, science & technology | Leave a reply

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