In this paper I draw some distinctions between the terms ‘‘cultural diversity’’ and\ud‘‘plurality’’ and argue that a radical conception of plurality is needed in order both to reimagine\udthe boundaries of democratic education and to address more fully the political\udaspects of conflict that plurality gives rise to. This paper begins with a brief exploration of the\udusages of the term diversity in European documents that promote intercultural education as a\uddemocratic vehicle for overcoming social conflict between different cultural groups. In\udcontradistinction to these usages, this paper calls for a more robust conception of plurality,\udone that does not simply denote membership in different cultural groupings but is rooted in\udthe human condition and based on a conception of uniqueness. Following the work of Hannah\udArendt and feminist philosopher Adriana Cavarero, I explore how the appearance of unique\udbeings in specific contexts can be understood as an eminently political act and I contend that\udsuch a view leads to a better educational understanding of conflict and contestation. The paper\udsketches the contours of democratic plurality along this line of thought and discusses how\udthese new boundaries have implications for education’s relation to democracy.
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