n Education as Change - The role of language within a varied and interdisciplinary Arts and Culture curriculum : meaning-making for Arts facilitators

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This article investigates the role of language in an Arts and Culture curriculum and argues that since as much emphasis is placed on language in the curriculum as on creative work, a language of meaning-making in cultural pedagogy needs to be invented. The emphasis on a verbal language (as opposed to, say, a visual one) is borne out in the literature on art education as well as in the numerous published learning materials, such as educational supplements. We argue that one explanation for this is the close relationship between art and language that has existed for more than a century. Another is the intersection between language and culture which articulates the importance of indigenous knowledge systems with regard to arts and culture. However, if one has to theorize about the relationship between arts and culture and any concomitant pedagogy, one has to account for a shift from 'language' to' discourse' about arts pedagogy that is co-created by teachers and learners in order to form what Bernstein calls an 'internal language of description'. This article reports on an auto-ethnographic investigation about the way in which educators go about inventing and challenging such a language formation. The major finding is that cultural consciousness forms an important aspect of linguistic resistance on the part of teachers or artist-facilitators / practitioners.


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