Education as language and communication (L & C). A blindness in didactics and curriculum theory.

Abstract

This chapter begins with empirical text studies, it is mainly theoretical, focusing on how L&C is amalgamated and how aspects of this 'whole' can be seen as elements in disciplinarities of school subjects and academic fields and disciplines. A challenge when coming to terms with L&C awareness in education is how to position L&C relative to, for instance, disciplinary and general didactics. The chapter exemplifies the different roles that key aspects can be given in educational texts and contexts. The main line of argument has been to make likely, describe, and exemplify close connections between L&C on the one hand and education and educational sciences on the other by means of key concepts from the framework. Although it is critical of the low awareness of L&C in educational sciences, and therefore has a somewhat different scope than most of the other chapters, it nevertheless has aimed to connect to the overall project.