Moving from Forums for the People to Forums by the People

Abstract

For more than 20 years, thousands of people around world have participated in civic forums for deliberation. Initially issues were named and framed with tremendous support and guidance from Charles F. Kettering Foundation. Gradually, guides were custom-designed with partners such as schools, churches, colleges and universities, community development, adult literacy, policy centers and institutes, and libraries, and often National Issues Forum Institute. The Foundation, research organization, is keenly interested in engagement and participation in society, and forums have offered type of laboratory for studying the public as it considers and weighs most compelling issues of our times, such as children who commit crimes, troubled American family, money and politics, racial and ethnic tensions, terrorism, Americans' role in world, rising costs of health care, welfare, immigration, freedom of speech, social security and retirement, and restoring trust in media. Naming and framing issues might be thought to be best left to experts in fields such as policy, communications, political science, sociology, or adult education. Indeed, individuals representing these areas and others have often been critical contributors to work. Yet, perhaps preparing frameworks for deliberation should include public, who are most affected by these Their contribution can address language, perspectives, values, and ideas for action beyond those of professional experts. In addition, inclusion of language, stories, opinions, and values can increase support. Adult educators engaged in community development and program design are well suited for issue development and forum implementation. In many places, they are indeed part of National Issues Forum network, a nonpartisan, informal association of educational and community organizations that convene forums for citizens to deliberate on issues. However, there is room and need for many more adult educators to associate with these forums because citizens, new and old, more than ever need opportunities to deliberate on national issues and reengage in civic life. Adult educators may initially feel that they lack content expertise to address complex policy Yet, they do know how to tap content specialists as team members to work with them and for purposes of naming and framing Public perceptions and values as they weigh these issues are as cogent to deliberation as the facts. Another initial hesitancy to engage in forums could be challenge of how to promote and implement programs for an audience as diffuse as the public. Adult education program planning resources are rich in information about publicizing inclusive programs. The heritage of adult education, including works by Knowles, E. Johnson, and Lindeman, illuminates social benefits of forming partnerships and relationships with diverse audiences to expand participation of our many publics. Democracy requires voices of both majority and minority Adult educators also recognize that programs require investments of time, energy, and money. Sharing investments and returns on these investments with multiple partners maximizes and benefits outcomes and heightens odds that such programs are sustained. So while appreciating Kettering Foundation's generosity, more and more partners are experimenting more independently with naming and framing issues on their own. To see this happen is indeed rewarding to those who have worked closely with Foundation and early associates in National Issues Forums. Also, sense of ownership results from shaping deliberations from their perspectives. Following are some exemplars of partners and collaborators who illustrate how to present issues for attention. …