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Abstract

In their article "Intermediality, Rhetoric, and Pedagogy," Kris Rutten and Ronald Soetaert discuss how the notion of intermediality challenges the institutions that traditionally "mediate" culture and they discuss implications for pedagogy. First, they focus on how the museum as an institution is questioned and problematized by describing it as a "medium" that is increasingly influenced by cultural and technological developments. Second, they focus on the implications of new material culture and intermedial practice and how this requires new perspectives on pedagogy. Rutten and Soetaert elaborate on previous work on the curriculum as a "contact zone" (Pratt) by focusing on the rhetorical nature of curricula and by introducing (new) rhetoric as a theoretical and conceptual framework for discussing the relationship between intermediality, culture, and pedagogy.

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