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Negotiation Pedagogy as Democratic Praxis
Author(s) -
Mamo Andrew
Publication year - 2020
Publication title -
negotiation journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.238
H-Index - 32
eISSN - 1571-9979
pISSN - 0748-4526
DOI - 10.1111/nejo.12346
Subject(s) - negotiation , democracy , praxis , agency (philosophy) , pedagogy , sociology , experiential learning , political science , law , social science , politics
This article urges a fresh reconsideration of John Dewey’s theories of education and democracy as applied to negotiation pedagogy. While negotiation instruction generally follows Dewey’s model in placing experiential education at its center, Dewey offers more for us in this moment: a foundation for making the study of these negotiation experiences a basis for cultivating democratic practices in the classroom. Prioritizing the agency and responsibility of students in the service of democratizing the classroom requires ceding a degree of control and bringing the lessons of negotiation and collaboration to bear on the design of the classroom itself. This approach offers the possibility that negotiation pedagogy can be a key component of education in democratic practices for our polarized times.