Deliberative Diplomacy: Performing Democracy Beyond Borders
BOOK
Cite BOOK
Style
Burmester, S. (2019). Deliberative Diplomacy: Performing Democracy Beyond Borders. An Analysis of the American Embassy’s »Going Green« Project. Duncker & Humblot. https://doi.org/10.3790/978-3-428-55720-2
Burmester, Svea. Deliberative Diplomacy: Performing Democracy Beyond Borders: An Analysis of the American Embassy’s »Going Green« Project. Duncker & Humblot, 2019. Book. https://doi.org/10.3790/978-3-428-55720-2
Burmester, S (2019): Deliberative Diplomacy: Performing Democracy Beyond Borders: An Analysis of the American Embassy’s »Going Green« Project, Duncker & Humblot, [online] https://doi.org/10.3790/978-3-428-55720-2
Format
Deliberative Diplomacy: Performing Democracy Beyond Borders
An Analysis of the American Embassy’s »Going Green« Project
Beiträge zur Politischen Wissenschaft, Vol. 196
(2019)
Additional Information
Book Details
Pricing
About The Author
Svea Burmester ist Politologin und verknüpft in ihrer Forschung demokratietheoretische Fragestellungen mit denen der Internationalen Beziehungen, insbesondere mit Arbeiten zu deliberativer Demokratietheorie, politischer Bildung und der politischen Kultur der USA. Sie wurde an der Leibniz Universität Hannover promoviert.Abstract
Extending democratic processes beyond borders is possible, particularly in civil society settings. This research project identifies deliberative diplomacy as a promising format, a new form of public diplomacy based on deliberative discourse, i.e. relying on the force of the better argument in favor of the common global good. A comprehensive analysis of the »Going Green« sustainability school project of the Embassy of the United States of America in Berlin, Germany, provides empirical evidence. Furthermore, the analysis identifies a specific window of opportunity in transatlantic relations that allowed this new phenomenon of international democratic exchange to evolve and also elaborates on its theoretical underpinnings in democratic and IR theory. Thanks to its rare insight on the attitudes of adolescents concerning transatlantic relations, environmental sustainability, and deliberation, this book is a significant contribution to the study of deliberation and civic education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Table of Contents | 7 | ||
| A. Deliberative Diplomacy – Ambitious and Precious | 11 | ||
| B. A Vital Discipline: The Democratic Theory of Deliberation | 18 | ||
| I. The Theory of Deliberative Democracy | 18 | ||
| II. Seizing Deliberation: Empirical Research on Deliberative Democracy Using the Discourse Quality Index and the Deliberative Transformative Moment | 27 | ||
| III. Classroom Deliberation: Hopes and Challenges | 34 | ||
| C. A Means of Foreign Policy: Why Use Deliberative Diplomacy? | 39 | ||
| I. Theories of International Relations | 40 | ||
| II. From a New Public Diplomacy to Deliberative Diplomacy | 45 | ||
| D. A Window of Opportunity: The Presidency of Barack Obama and Environmentalism | 52 | ||
| I. Cultural Codes in Transatlantic Relations | 56 | ||
| II. Environmental Policy and the Idea of Sustainability in Transatlantic Comparison | 59 | ||
| E. In the Field: The American Embassy’s Going Green Project as a Case of Deliberative Diplomacy | 70 | ||
| I. Research Design | 74 | ||
| 1. Website | 75 | ||
| 2. Transcripts | 76 | ||
| 3. Questionnaires | 78 | ||
| 4. Interviews | 79 | ||
| II. Deliberative Input: The Going Green Online Platform | 80 | ||
| 1. Descriptive Presentation of the Teaching Material | 81 | ||
| a) Introduction: “What is sustainability?” | 81 | ||
| b) Group Work: “Exploring the challenges” | 84 | ||
| aa) First Option: “Plastic / / Recycle” | 85 | ||
| bb) Second Option: “City / / Transport” | 89 | ||
| cc) Third Option: “Food / / Local” | 92 | ||
| dd) Fourth Option: “Fashion / / Toxic” | 96 | ||
| c) Class Project: “Your sustainability action plan” | 99 | ||
| d) Further Engagement on a Voluntary Basis | 100 | ||
| 2. Analysis: Deliberative Quality of the Teaching Material | 101 | ||
| a) Instructions | 101 | ||
| b) Content | 102 | ||
| III. Deliberative Output: Analysis of the Quality of Deliberation in Class | 109 | ||
| 1. Deliberative Quality of Group Work Discussions | 110 | ||
| a) Group 01 | 110 | ||
| b) Group 02 | 112 | ||
| c) Group 03 | 113 | ||
| d) Group 04 | 114 | ||
| e) Group 05 | 115 | ||
| f) Group 06 | 115 | ||
| g) Group 07 | 116 | ||
| h) Group 08 | 117 | ||
| i) Group 09 | 119 | ||
| j) Group 10 | 119 | ||
| 2. Presentations in Class | 120 | ||
| a) Presentation 01 | 121 | ||
| b) Presentation 02 | 123 | ||
| c) Presentation 03 | 125 | ||
| d) Presentation 04 | 127 | ||
| e) Presentation 05 | 130 | ||
| f) Presentation 06 | 131 | ||
| 3. Evaluation of the Going Green Teaching Unit in Class | 132 | ||
| a) Group 01 | 132 | ||
| b) Group 02 | 133 | ||
| c) Presentation in Class | 134 | ||
| IV. Mapping the Results of the Deliberative Output | 136 | ||
| 1. Survey Among Students | 136 | ||
| a) English Class Berlin | 136 | ||
| aa) Experiences & Attitudes | 138 | ||
| (1) Personal Contact with the United States | 138 | ||
| (2) Opinions about the United States | 139 | ||
| (3) Commonalities & Differences | 141 | ||
| (a) First Round | 141 | ||
| (b) Second Round | 144 | ||
| (c) Third Round | 145 | ||
| bb) Stereotypes & Transatlantic Norms | 146 | ||
| (1) Introductory Question to “Stereotypes & Transatlantic Norms” | 147 | ||
| (2) Stereotypes | 148 | ||
| (a) Wastefulness | 148 | ||
| (b) Religion | 148 | ||
| (c) Narrow-Mindedness | 149 | ||
| (d) Violence | 149 | ||
| (e) International Law | 150 | ||
| (f) Heartlessness | 150 | ||
| (g) World Police | 151 | ||
| (3) Transatlantic Norms | 151 | ||
| (a) Free Market | 151 | ||
| (b) Freedom of Speech | 152 | ||
| (c) Equality & Rule of Law | 152 | ||
| (d) Democracy | 153 | ||
| (e) Human Rights | 153 | ||
| (4) Cultural Code | 154 | ||
| (5) First Implications for Research and Education | 155 | ||
| cc) Environmentalism | 157 | ||
| (1) Approaching the Topic | 157 | ||
| (2) Awareness of Own Responsibility | 158 | ||
| (3) Assessing Environmentalism in Germany, the U.S., and Students’ Families | 159 | ||
| dd) Evaluation of Going Green | 161 | ||
| ee) Deliberation | 162 | ||
| (1) Deliberation through Going Green | 162 | ||
| (2) Comparing Deliberativeness of Settings | 163 | ||
| ff) Summary: Survey English Class Berlin | 164 | ||
| b) English Class Brandenburg | 165 | ||
| aa) Experiences & Attitudes | 167 | ||
| (1) Personal Contact with the United States | 167 | ||
| (2) Opinions about the United States | 167 | ||
| (3) Commonalities & Differences | 169 | ||
| bb) Stereotypes & Transatlantic Norms | 170 | ||
| (1) Introductory Question to “Stereotypes & Transatlantic Norms” | 170 | ||
| (2) Stereotypes | 171 | ||
| (a) Wastefulness | 171 | ||
| (b) Religion | 172 | ||
| (c) Narrow-Mindedness | 172 | ||
| (d) Violence | 172 | ||
| (e) International Law | 173 | ||
| (f) Heartlessness | 173 | ||
| (g) World Police | 173 | ||
| (3) Transatlantic Norms | 174 | ||
| (a) Free Market | 174 | ||
| (b) Freedom of Speech | 174 | ||
| (c) Equality & Rule of Law | 174 | ||
| (d) Democracy | 175 | ||
| (e) Human Rights | 175 | ||
| (4) Cultural Code | 176 | ||
| (5) First Implications for Research and Education | 177 | ||
| cc) Environmentalism | 177 | ||
| (1) Approaching the Topic | 177 | ||
| (2) Awareness of Own Responsibility | 179 | ||
| (3) Assessing Environmentalism in Germany, the U.S., and the Students’ Families | 179 | ||
| dd) Evaluation of Going Green | 182 | ||
| ee) Deliberation | 183 | ||
| (1) Deliberation through Going Green | 183 | ||
| (2) Comparing Deliberativeness of Settings | 185 | ||
| ff) Summary: Survey English Class Brandenburg | 185 | ||
| c) Comparison Berlin – Brandenburg | 186 | ||
| aa) Shared Findings | 186 | ||
| bb) Contrasting Findings | 189 | ||
| 2. Interviews | 191 | ||
| a) Teachers | 191 | ||
| b) Representatives of the Embassy of the United States of America in Berlin | 195 | ||
| F. What Happened Once | 199 | ||
| I. The Going Green project as a Case of Deliberative Diplomacy | 199 | ||
| II. Outlook | 206 | ||
| G. Epilogue | 208 | ||
| Bibliography | 213 | ||
| Subject Index | 222 | ||
| Online Only Appendix (https://www.duncker-humblot.de/9783428157204_Appendix) | 1 |