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Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity (BERA Blog Post)

Bell, D, Wooff, David, McLain, M and Morrison-Love, D (2017) Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity (BERA Blog Post). British Education Research Association Blog Publication.

Item Type: Article

Abstract

The hierarchical status of academic disciplines, what design valuable or legitimate knowledge and what should
we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture
of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural
reproduction, is arguably the focus of current education policy.

Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and
teaching and learning regimes influencing design and technology. Specifically, we seek to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce ‘STEM’.

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Depositing User: David Wooff

Identifiers

Item ID: 11077
URI: http://sure.sunderland.ac.uk/id/eprint/11077

Users with ORCIDS

ORCID for David Wooff: ORCID iD orcid.org/0000-0002-6284-7149

Catalogue record

Date Deposited: 05 Sep 2019 09:40
Last Modified: 30 Sep 2020 11:19

Contributors

Author: David Wooff ORCID iD
Author: D Bell
Author: M McLain
Author: D Morrison-Love

University Divisions

Faculty of Education and Society
Faculty of Education and Society > School of Education

Subjects

Education > Secondary Education
Education

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