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.
