Responding to the multiculturalist critiques of deliberative democratic education, Amy Gutmann and Sigal Ben-Porath suggested a more inclusive version of deliberative democratic education that emphasizes toleration, public recognition, and mutual respect. Despite its benefits and possibilities, however, their concept of democratic education fails to embrace poststructuralist ideas regarding democratic education. In the pursuit of a sustainable vision for democratic citizenship education, this study sought to conceptualize hybrid spaces wherein an ontology of plurality is woven into Gutmann and Ben-Porath’s idea of deliberative democratic education. By proposing an alternative way to integrate poststructuralist ideas such as intersubjective accounts of self-identity and human agency into the current practice of deliberative democratic education, the authors seek to promote continued dialogue on the purposes and possibilities of education for a more sustainable and democratic society.