chapter  13
14 Pages

Rhetoric and Education

Discussion about learning to communicate on the one hand, and education on the other, is often constrained by existing curricula, national interests, assessment regimes, and vested interests. Mid-level theories and models are used to justify the design of such curricula, interest, and regimes. These are based on predilections for particular aspects of communication studies, such as literature, media, language, and/or literacy, or on sets of values and ideologies, such as “personal growth,” “life skills,” “cultural development,” or “heritage.” The relationship between rhetoric and English studies in general is explored in chapter 3. “English” has a strong hold on the curricular imagination, at least in the UK and English-speaking world. In many ways, its presence as a school subject, a university discipline, a national language, an international language, and a particular country’s culture has not only blurred the debate about what counts in communication, but also prevented such discussion from taking place at all. In the present chapter, we revisit the question of rhetoric and education, but we do so with a broader theme in mind and from a fresh perspective: communication.