Teachers are often apprehensive about facilitating deliberation in classrooms because conflicts can develop when deliberations surround issues of authentic concern to students. However, conflict is central to deliberation, and the identities and experiences of participants must be reflected in deliberation. These differences challenge the assumptions of neutrality and a common good that can restrain conflict. Harell's article focuses upon many of these aspects of deliberation and the essential role of facilitators as conflicts emerge from deliberation. In my response to Harell, I extend his findings by developing the themes of conflict, identity, and inclusion. These themes are conceptually linked and can guide reflection before, during, and after deliberation. Finally, I discuss the implications for democratic education in general and teacher education in particular. [This article is in response to "The Value of Conflict and Disagreement in Democratic Teacher Education." For that article, see EJ1255613.]