ABSTRACT
This chapter discusses the role of inclusion in understanding democracy. There is a strong tendency within the field of democratic education and more specifically citizenship to conceive the task of education as that of the production of democratic citizens such a view not only relies on a problematic understanding of what education is and can achieve. In contemporary political theory there are two main models of democratic decisionmaking: the aggregative model and the deliberative model. As Young explains, deliberative democracy is not about "determining what preferences have greatest numerical support, but determining which proposals the collective agrees are supported by the best reasons". Democratic education can either play a role in the police order and to emphasize that there is important work to be done there as well or it can try to link up with experiences and practices of democratization that come from the "outside" and interrupt the democratic order in the name of equality.
