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Introduction In his seminal text, The Structural Transformation of the Public Sphere, Habermas (1996) explored the complicated definition of the term “public,” noting how the concept his- torically connotes privilege and exclusion by the controlling elite, most notably by members of the nobility and the Church in feudal Europe. In essence, Habermas demonstrated how dis- course about public matters has historically been narrowly controlled by the status quo. All too often, stakeholders are not only denied the Creating a Public Sphere in the ability to vocalize their opinions, they are com- Secondary Language Arts Classroom: pletely marginalized from “public” view. Over Empowering Students to Think and time, the feudal public sphere was replaced by Write Critically About Outside the a bourgeoisie public sphere where “the ruler’s Classroom power was merely represented before the peo- ple with a sphere in which state authority was publicly monitored through informed and criti- William C. Sewell cal discourse by the people” (McCarthy, 1996, The University of Kansas p. xvi). Fraser, however, took exception to the Habermasian bourgeoisie public sphere because of its “claim to be open and accessible to all” (“Rethinking”, 1996, p. 118) has not been adequately attained. Rational, critical debate in
The High School Journal – University of North Carolina Press
Published: Nov 13, 2008
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