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.

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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’.

Item Type: Article
Subjects: Education > Secondary Education
Education
Divisions: Faculty of Education and Society
Faculty of Education and Society > School of Education
Related URLs:
Depositing User: David Wooff
Date Deposited: 05 Sep 2019 09:40
Last Modified: 18 Dec 2019 16:08
URI: http://sure.sunderland.ac.uk/id/eprint/11077
ORCID for David Wooff: ORCID iD orcid.org/0000-0002-6284-7149

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