In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter, I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition are puzzlingly inattentive both to the inevitability of segregation, as well as the inequities occasioned by “school integration.” I then move to probe the possibilities for democratic education in the absence of integration. I argue that neither the possibilities for deliberation nor the cultivation of civic virtue turn on an environment being “integrated.” Indeed, some kinds of segregation may be more conducive to fostering both deliberation and civic virtue.

The Roberts Courts post-racial conception of affirmative action means that diversity is simply an aspirational myth, not substantive equality for the historically excluded.

This chapter provides seventeen recommendations intended to improve PeaceComm practice worldwide.

The first six recommendations suggest continuing the Sesame Workshop design. The remainder provide a design template for Israeli and Palestinian Sesame Street and other future cross-comparative PeaceComm interventions around the globe. Where relevant, these range from weaving in structural inequality realities and relative narrative approaches to conflict contexts, varying intervention designs by world system categorical target populations, treating children as active human beings when they are the target of interventions and only targeting them if indeed treating them more like adults, developing direct and ongoing relations with communication and peace and conflict scholars, structuring interpersonal communication, treating communication as a process not only product, continuing the use of the embedded factor of production effects model, conceptualizing communication also as a mediating artifact, and cultivating the bicultural “target” of an intervention to be peace-maker mediators-in-the-making. In the case of these conflicts, that means incorporating peacebuilding into child development approaches for Arab/Palestinian Israeli children out of an aim to empower their active future mediation roles