A large and growing body of literature has attempted to devise discussion frameworks for school education. However, conceptualizing deliberation able to appreciate the expression of socially disadvantaged people has received relatively little attention. Since the voices of culturally and linguistically depreciated populations would disappear in the institutionalized deliberation process, this paper aims to extend the meaning of democratic deliberation capable of putting forward marginalized accounts. The paper proposes and builds a temporal speech stage named ‘generating deliberation’ on which superiority-based claims can weaken through ‘expressive speech’ anchored in the democratic value of equality. The paper also addresses how expressive speech requires truth-telling based ‘mindful speech’ as a basis for the democratic value of freedom and a more attentive dialogue of generating deliberation. The article first explores divergent assumptions associated with democratic deliberation and their potential dilemmas in foregrounding socially marginalized people. Next, it examines the concept of critical awareness put to work through Rancière’s ideas of dissensus and equality, followed by Foucault’s parrhesia and freedom. Whilst navigating the magnitude of freedom and equality, the paper theorizes generating deliberation as an expressive/mindful conversation that illuminates the socially invisible. The process of generating deliberation would ultimately enrich deliberation participants’ formative experiences of democracy and education.

Textbooks are artifacts. They are made, used, interpreted, and understood in a wide range of ways. In this sense, regardless of its theoretical assumptions, textbook analysis is an evolving and pioneering task as textbooks bring about manifold knowledge, relationships, and emotions. When exploring the texts, images, and functions in and beyond the textbooks, researchers would recognize textbooks as interactive subjects in the social world rather than simply as content carriers. Although content analysis has long been employed as a methodology for textbook analysis, there are multiple pathways to investigate textbooks. The paper pays specific attention to interpretivist methodologies that may allow researchers to see the textbooks' interactive performance and impacts on others and researchers themselves. First, the paper reviews and pieces together previously established approaches and orientations of textbook studies. Second, the paper attempts to build a broad framework for analysing textbooks based mainly on Prior's and Cooren's arguments about reconceptualizing documents and texts, respectively. Third, the paper explores the implications of the analysis mentioned earlier and examines two interpretivist research methodologies, including symbolic interactionism and autoethnography, to open up the possibilities of rethinking textbooks as active social agents in human life instead of repositories of information and ideologies.

Alex Moore’s (2015) Understanding the School Curriculum: Theory, Politics and Principles explores how the school curriculum works through its becoming as it navigates reproductive paranoia and (r)evolutionary schizophrenia. Moore suggests that the school curriculum inevitably intersects with political and socio-economic interests as well as the globalization movement. In this light, the book stimulates the reader to ponder questions such as, “Who decides what kind of knowledge we should have in this wider, ever-changing world?” and “How have issues around knowledge developed with the school curriculum?” and “What sort of future could educators imagine for alternative knowledge, educational practice and society?” Such questions haunt the book, while promoting the educator and the learner to risk weaving a creative becoming and thereby moving the realm of knowledge from the boundary of instrumental rationality to the horizon of dynamics of humanity.