Educating for uncertain futures: Inclusion and deliberation in the age of polarization
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Lecture hall L6, Linnanmaa campus
Topic of the dissertation
Educating for uncertain futures: Inclusion and deliberation in the age of polarization
Doctoral candidate
Master of Social Sciences Henri Huttunen
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, General Education
Subject of study
General education
Opponent
Professor Sarah Stitzlein, University of Cincinnati
Custos
Associate Professor Anniina Leiviskä, University of Oulu
Answering the challenge of affective polarization is important for our shared future and demands new approaches to education for democracy
Henri Huttunen's doctoral dissertation examines the relationship between education, deliberative democracy, affective polarization, and the long-term future. Situated within philosophy of education and informed by interdisciplinary pursuits and mixed methodologies, it investigates whether education for deliberative democracy can contribute to sustaining democratic practices under conditions of increasing polarization while also remaining sensitive to concerns of inclusion and non-ideal realities. In addition, it empirically examines the conditions of democratic participation faced by marginalized groups and develops a more detailed account of pedagogical practices suited to democratic education in polarized societies and classrooms.
The dissertation comprises of three journal articles. The first utilizes a perspective of long-term ethics to argue that mitigating affective polarization is an important contemporary priority and identifies education for deliberative democracy as a plausible response. Additionally, it suggests that the open-endedness afforded by deliberative democracy presents itself as advantageous from the perspective of not foreclosing the future. The second article presents findings from a qualitative interview study with young immigrants in Finland and analyzes their experiences of political participation, identifying a “transmission gap” that restricts the incorporation of diverse perspectives into formal democratic processes. The third article explores the debate between deliberative democracy and agonistic pluralism and argues for pedagogical approaches that combine insights from both traditions, including case studies, ethical scenarios, and role-play.
Building on the findings of the articles, the overarching conclusions of this dissertation suggest that, for the sake of both today and the future, we should safeguard the continuation and diversity of contemporary deliberation and develop pedagogical practices better suited to classrooms marked by heightened political emotions, diverse backgrounds, and increased vulnerability. At the same time, the dissertation emphasizes that education alone cannot resolve political and social problems and must be complemented by broader institutional and political action.
The dissertation comprises of three journal articles. The first utilizes a perspective of long-term ethics to argue that mitigating affective polarization is an important contemporary priority and identifies education for deliberative democracy as a plausible response. Additionally, it suggests that the open-endedness afforded by deliberative democracy presents itself as advantageous from the perspective of not foreclosing the future. The second article presents findings from a qualitative interview study with young immigrants in Finland and analyzes their experiences of political participation, identifying a “transmission gap” that restricts the incorporation of diverse perspectives into formal democratic processes. The third article explores the debate between deliberative democracy and agonistic pluralism and argues for pedagogical approaches that combine insights from both traditions, including case studies, ethical scenarios, and role-play.
Building on the findings of the articles, the overarching conclusions of this dissertation suggest that, for the sake of both today and the future, we should safeguard the continuation and diversity of contemporary deliberation and develop pedagogical practices better suited to classrooms marked by heightened political emotions, diverse backgrounds, and increased vulnerability. At the same time, the dissertation emphasizes that education alone cannot resolve political and social problems and must be complemented by broader institutional and political action.
Created 10.9.2026 | Updated 11.9.2026