Deliberative Citizenship Initiative

Building Democracy One Conversation at a Time

Jane McNeill

Small Talks, Big Ideas: Transforming Informal Conversations into Deliberation

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By Jane McNeill ’28 (DCI Fellow)

On Davidson College’s 2,000 student campus, it’s not unusual to run into people you know, especially on routine walks to class. Whether it’s individuals leaving their class that ended before yours or others heading to the same building where you’re headed, these brief moments of interaction are common. In these encounters, you’re likely to exchange a quick, “Hi,” or “How are you?,” as you walk opposing directions. These brief interactions offer a sense of acknowledgement, weaving individuals into the fast-paced and busy rhythm of campus life. Despite their brevity, these moments contribute to a larger sense of belonging for all members of the community.

However, as communal as these exchanges may be, they often remain surface level. Responses like, “Good, how are you?” offer little more than a passing glimpse into one another’s lives. While the exchanges are genuine, the context doesn’t typically lend itself to deeper reflection or conversation. A “How are you?” on campus rarely sparks a meaningful discussion–it serves more to maintain connectivity than to foster substantive dialogue or deliberation.

Yet, the apparent insignificance of these interactions doesn’t diminish their value. These brief conversations can serve as entry points to more thoughtful, deliberative exchanges. They establish rapport and trust, crafting an environment where deeper interactions can develop, these seemingly trivial exchanges can lay the groundwork for dialogue that fosters greater understanding, empathy, and more thoughtful deliberation. It was this thinking that inspired the idea for my Spring Deliberation Project.

As I began exploring possible topics, I was drawn to a project from a previous fellow–“Five Minute ‘Bite-Sized’ Conversations”–which seemed to align with transforming casual exchanges into informal deliberations. I found my peer fellows Izzy Cevallos, Ben Files, and Liam Mann shared a similar interest in how these short conversations could evolve into more intentional dialogues.

We were also inspired by fellows at the Kenan Institute for Ethics at Duke University who hosted informal “couching” sessions with a mobile living room that pop-up around campus. Similarly, Davidson’s Deliberative Citizenship Initiative (DCI) has hosted Commons Conversations and DCI Outposts, which aim to create approachable, informal spaces for deliberation. These efforts share a common goal: to make deliberation more accessible and casual, encouraging greater engagement with the process. Their informal conversations act as stepping stones to more in-depth deliberation. For busy students, committing to a two-hour DCI deliberation three times a semester can feel overwhelming. But smaller, more casual conversations are easier to engage with and can spark meaning conversations and reflection.

For our pop-up deliberations, we designed a variety of questions that range from philosophical to political, as well as more lighthearted topics. Questions like “What’s one thing you think everyone should try at least once in their life?” or “Are we defined more by our actions or our intentions?” or “Is there a political issue you’ve completely changed your mind on?” allow participants to explore various levels of depth. The goal was to encourage responses based on reasoning, prompting people to think about why they hold certain beliefs. This format also provided us with the opportunity to ask follow-up questions based on what participants share, allowing the conversation to develop more organically.

Through these pop-up deliberations, we made deliberation not only more approachable and accessible but also more fun. By creating an environment where participants feel comfortable engaging in informal but thought-provoking discussions, we hope we were able to foster deeper connections and spark curiosity about the larger deliberative process.

Teaching Beyond Content: The Power of Deliberative Pedagogy

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Photo of faculty members at the DCI's Deliberative Pedagogy (DeeP) Collaborative Orientation Workshop (Summer 2024)

Jane McNeill ’28 (DCI Fellow)

In August of 2021, my freshman year of high school, I was trained as a dialogic facilitator through Essential Partners as part of a pilot program called Dialogue Across Difference. This initiative grew out of Ravenscroft School’s commitment to fostering a welcoming and inclusive environment for all students and faculty. The introduction of the program was also part of a broader shift toward becoming a dialogic campus, where open, respectful, and reflective dialogue is a regular part of classroom discussions (Gifford).

I first applied to be a facilitator because I liked the idea of helping create a space where participants could engage in challenging conversations with others with whom they might disagree without the fear of judgment or hostility. The goal of these dialogues was never to persuade one another or debate; instead, we sought to reflect and share, hoping to understand each other better and perhaps find some common ground.

I participated in the program over four years, leading student-facilitated dialogues and helping create dialogue in the classroom. The dialogue that was most memorable to me as a student facilitator was one I wrote on the role of guns in our community following a local shooter. I was frankly surprised when, despite clear differences of opinion, the conversation was reasoned and reasonable. The tools I learned as a facilitator also equipped me to facilitate a dialogue between school administrators and student leaders about poor communication.

In addition to these dialogues, the program also impacted how teachers approached challenging conversations in their classrooms. In addition to training student facilitators, Essential Partners also trained teachers, sharing strategies for how to emphasize open, respectful dialogue in settings where students actively share their perspectives and ideas. In a dialogic classroom, students are encouraged not to simply absorb or recite factual information, but instead to engage deeply with the subject matter by sharing their own experiences and ideas and listening thoughtfully to the experiences of others.

My experience has been that this approach to teaching turns classrooms into communities where students feel both empowered and heard, not only to share their own experiences but also to challenge and inquire about the experiences and ideas of others and, ultimately, grow. By prioritizing dialogue as a tool that leads to understanding, my high school enhanced not only learning but also the understanding and growth of the school’s community. 

Deliberative pedagogy is an approach to teaching that focuses on fostering dialogue, critical thinking, and collaborative decision-making. At its core, deliberative pedagogy encourages students to engage and deliberate over complex issues, with diverse perspectives, forcing participants to develop skills to grapple with complex issues respectfully and thoughtfully (Patterson). A deliberative school or classroom stems typically from the training of deliberative pedagogy to teachers, enabling them to act as facilitators in structured and reflective conversations.

In environments where teachers are trained as facilitators and engage students in structured dialogues, students are then encouraged to engage with a variety of perspectives, especially on contentious topics. Disagreement is not only expected, it is valued. Disagreement prompts reflection on personal stances and allows for deeper understanding. When students encounter perspectives that differ from their own, they are encouraged to practice active listening, empathy, and open-mindedness. These skills are essential to successful dialogues. Additionally, facilitators ensure that the time is shared, and that the conversation remains productive and geared to focusing on collective understanding.

Through a deliberative pedagogy approach, participants are placed in a position where they evaluate and thoroughly examine their own assumptions and standings, while interpreting and respecting the opinions shared by others (Molnar-Main). Students additionally benefit by gaining a deeper understanding of material, hone communication and conversational skills, and improve conflict resolution skills. Tools students learn in a deliberative classroom setting equip them to engage in similar conversations beyond the classroom, where our increasingly polarized country needs more people to have more of the skills learned through dialogue.

Davidson College has its own deliberative pedagogy program, the Deliberative Citizenship Initiative (DCI). Although it is specifically designed for the college level, it uses similar strategies to foster critical thinking and discussion. DCI supports faculty in providing opportunities in a variety of classroom settings to engage students in rich and beneficial deliberation on challenging, multifaceted topics. This support and education comes in many forms, such as workshops and discussion groups that teach the objectives of deliberation in the classroom; resources and documents that explain the guiding principle of deliberation and its benefits; and the Deliberative Pedagogy (DeeP) Collaborative, an educational program for faculty members committed to integrating deliberative practices into their classrooms.

Through the DeeP Collaborative, faculty members participate in ongoing education, engage with new teaching practices, and work to contribute to a wider deliberative culture on campus (“Deliberation”). Through these various approaches taken by DCI, it provides faculty with comprehensive tools, support, and knowledge to successfully integrate deliberation into their classrooms. The image above shows faculty members participating in the DeeP Collaborative’s orientation workshop and developing deliberative activities for their courses. This implementation improves student learning and prepares students to be more engaged citizens both at Davidson and in other settings.

This year, working as a fellow with DCI has been both challenging and deeply rewarding. It has given me the opportunity to continue practicing and further honing my skills as a facilitator, leading complex and nuanced discussions with students, alumni, and community members on a wide range of multifaceted topics. These experiences have pushed me to create more inclusive and reflective spaces for everyone involved. Through our various trainings, workshops, and forums I’ve seen the power of deliberation and how effectively deliberative pedagogy fosters meaningful engagement. As I’ve worked to manage and balance the dynamics of group discussions and ensure all voices are heard, I’ve improved my understanding of how to guide conversations in ways that are both productive and respectful. Each deliberation has reinforced my belief in the power of deliberation–not just as a tool for learning within the classroom, but as a lifelong skill that nurtures critical thinking, empathy, and informed citizenship.

Works Cited

“Deliberation Across the Curriculum.” Deliberative Citizenship Initiative, deliberativecitizenship.org/deliberation-across-the-curriculum-program/. Accessed 1 Dec. 2024.

Gifford, Lorre. “Dialogue Provides ‘A Bridge to Understanding and Growth.'” Ravenscroft Magazine, 8 Nov. 2024, magazine.ravenscroft.org/our-ravens/orsp/~board/voices/post/dialogue-provides-a-bridge-to-understanding-and-growth. Accessed 1 Dec. 2024.

Molnar-Main, Dr. Stacie. Deliberation in the Classroom : Fostering Critical Thinking, Community, and Citizenship in Schools. Kettering Foundation, 2017.

Patterson, Katie. “Deliberative Pedagogy in the K-12 Classroom.” National Civic League, 2020, www.nationalcivicleague.org/wp-content/uploads/2020/08/K-12-Deliberative-Pedagogy_White-Paper_Final.pdf. Accessed 1 Dec. 2024.