oru.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The linguistic turn within curriculum theory
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)ORCID iD: 0000-0001-9735-3440
2011 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 19, no 2, p. 193-206Article in journal (Refereed) Published
Abstract [en]

If, as the linguistic turn has taught us, there is no representational knowledge, but more agreements and/or struggles over how to talk and learn about what we call reality, we need to address and analyse the consequences of different vocabularies of educational phenomena and schooling, in order to better understand and make use of both the performativity of language and the force of communicative action for normative rationalisation. Three examples are given. One shows how the concept of equivalence has had an apparent performative function within educational policy, another illustrates the gradual displacement of the concept of professional responsibility in favour of greater use of the concept of accountability, and the third concerns the pragmatisation of the linguistic turn into a communicative and deliberative turn. Proceeding from a dialogue between Rorty and Habermas, an outline of a research programme seeking to analyse the vocabularies and rhetorical force of different communicative practices is sketched.

Place, publisher, year, edition, pages
London: Routledge, 2011. Vol. 19, no 2, p. 193-206
Keywords [en]
linguistic turn, curriculum theory, performative function, deliberation, communicative practice, Rorty, Habermas
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-20475DOI: 10.1080/14681366.2011.582256OAI: oai:DiVA.org:oru-20475DiVA, id: diva2:461525
Available from: 2011-12-06 Created: 2011-12-04 Last updated: 2017-12-08Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records BETA

Englund, Tomas

Search in DiVA

By author/editor
Englund, Tomas
By organisation
School of Humanities, Education and Social Sciences
In the same journal
Pedagogy, Culture & Society
Social SciencesPedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 610 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf