Political and social expectations are often stymied and distorted by individual and communal identitiescreating vastly incongruent and unrelated lived experiences, often within the same context.Democratic Education as Inclusion explores how the existence and enactments of diversity continue to present ubiquitous epicenters of misreading, misrecognition, and missed opportunities for peaceful co-existencewhether in established, or nascent democracies. Nuraan Davids and Yusef Waghid study how the public sphere has never held the same meaning to all individuals or groups. As such, there are deep implications for differentiated experiences of citizenship, between those who are included in the center of the sphere, and those who are excluded on the margins. This book explains the dyadic relationship between inclusion and exclusion and how it is not limited to the public sphere, or to broader conceptions of democratic citizenship. It is as apparent in educational settings, presenting under-explored complexities not only for teaching and learning, but for the life experiences of participants in teaching-learning. Often the foundational norms put into place during educational initiations become the primary determinants of how young people conceive of themselves as citizens, and how they conceive of themselves in relation to others.

Nuraan Davids is associate professor of philosophy of education, and the chairperson of the Department of Education Policy Studies in the faculty of education at Stellenbosch University.

Yusef Waghid is distinguished professor of philosophy of education in the Department of Education Policy Studies at Stellenbosch University.

Foreword: The Just Demands of Democratic Inclusion:Ubuntu Communities and Democratic Education, by Ronald David Glass

Preface

Chapter 1: Democratic inclusion/exclusion: On an imagined commensurability

Chapter 2: Democratic citizenship education and dissensus as inclusion

Chapter 3: Race as a social (re)construction of exclusion

Chapter 4: Intersectionality, race and ethnicity

Chapter 5: Gender and citizenship: conceptions and contestations

Chapter 6: Equality as an imperative for democratic citizenship education

Chapter 7: Under-representation as a pervasive impediment to democratic education

Chapter 8: Why representation matters in teaching and learning

Chapter 9: Democratic citizenship education revisited: Re-opening debate about engagement and belonging

Chapter 10: Democratic citizenship education versus cosmopolitan education: an unwelcome contestation or not?

Bibliography

About the authors