Facilitating democracy: Centers and institutes of public deliberation and collaborative problem solving

Carcasson, Martín

doi:10.1002/he.412

Cited by 13 publications

(10 citation statements)

References 2 publications

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“…The CPD was established in 2006 to serve as an impartial resource to northern Colorado. It was developed in response to the limitations of the dominant expert and adversarial models of public discourse, particularly in terms of their inability to address wicked problems effectively (Carcasson, ; Carcasson & Sprain, ). Its mission is to enhance local democracy through improved public communication and community problem solving .…”

Section: Local Context and Casesmentioning

confidence: 99%

Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry

Carcasson

Sprain

2015

Commun Theor

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This article introduces deliberative inquiry (DI), a practical theory designed to guide the work of deliberative practitioners working in their local communities to better address wicked problems by improving the quality of public discourse. DI reconceptualizes the work of public deliberation as sparking and sustaining a unique form of inquiry suited to addressing wicked problems. DI moves from a linear event‐focused model where deliberation produces refined public opinion and decision outcomes to using deliberative principles to guide a cyclical learning process. DI seeks to improve community decision making by focusing on obstacles to deliberative engagement, deliberative tensions inherent to wicked problems, and resources for collaborative action. Understanding of these elements is refined throughout the 4 tasks of the deliberative cycle.

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Section: Local Context and Casesmentioning

confidence: 99%

Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry

Carcasson

Sprain

2015

Commun Theor

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“…The one-credit course could be added to an existing course or designed specifically for a lecture series offered by the various clubs, centers, and departments on campus (e.g., Gender and Women's Studies, Center for Diversity and Pluralism, Center for Area Studies). Our colloquium model works especially well for schools without institutes or centers of public deliberation and collaborative problem solving often affiliated with the University Network for Collaborative Governance (see http://www.policyconsensus.org/uncg/index.html for more information, as well as Carcasson (2010) for examples of such centers and their activities), or schools without the resources to participate the Public Conversations Project training workshops (http://www.publicconversations.org), or equipped with technological innovations for community engagement.…”

Section: Integrating a Campus And Community Lecture Series With A Colmentioning

confidence: 99%

The Colloquium as a Pedagogy of Dialogue

Isgro

Deal

2013

College Teaching

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A pedagogy of dialogue can facilitate student civic engagement and critical self-reflection into divisive social issues. Although several scholars theorize and support this claim, few describe their practices for teaching students how to become agents of social change in their everyday lives through dialogic public discourse. This paper describes the context and methods used to foster students' understandings of divergent points of view during a winter intersession colloquium that was affiliated with a campus and community lecture series at a women's liberal arts college.

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“…In Colorado, Sprain advances local democracy through improved public communication and community problem solving (see Carcasson, 2010;Carcasson & Sprain, 2016). Many of the initiatives she works on require equipping nonscience students to guide conversation about water conflict, local food systems, regional growth, or climate change while simultaneously developing deliberative designs (Sprain, Carcasson, & Merolla, 2014) for engaging community members.…”

Section: Pedagogical Cross Pollination For Ec Capacitiesmentioning

confidence: 99%

Environmental communication pedagogy for sustainability: Developing core capacities to engage with complex problems

McGreavy

Druschke

Sprain

et al. 2016

Applied Environmental Education & Communication

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Pedagogy informed by environmental communication can enhance collaboration within and outside the classroom. Through our collaborative, sustainability-focused work within the United States and internationally, we identified core capacities that prepare people to work together to form inclusive organizations and identify and respond to pressing socioecological problems. We describe six activities we have used in adult learner classrooms, on interdisciplinary and transdisciplinary research teams, and with organizational, governmental, and business partners to improve collaborations for sustainability-related problem solving. We conclude with a reflection on opportunities for situated assessment practices.

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Facilitating democracy: Centers and institutes of public deliberation and collaborative problem solving

Abstract: Campus‐based centers and institutes serve as hubs for local dialogue, deliberation, and collaborative problem solving.

Cited by 13 publications

References 2 publications

Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry

Beyond Problem Solving: Reconceptualizing the Work of Public Deliberation as Deliberative Inquiry

The Colloquium as a Pedagogy of Dialogue

Environmental communication pedagogy for sustainability: Developing core capacities to engage with complex problems

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