Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity.

Dawne Bell, David Wooff, Matt Mclain, David Morrison

Research output: Contribution to journalArticle

4 Citations (Scopus)
89 Downloads (Pure)

Abstract

The hierarchal status of academic disciplines, what defines 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 byproduct of cultural reproduction, is 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, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts Q5 that combine to produce STEM. The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored.
Original languageEnglish
Pages (from-to)1-20
JournalCurriculum Journal
Early online date13 Feb 2017
DOIs
Publication statusE-pub ahead of print - 13 Feb 2017

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  • Research Output

    • 4 Citations
    • 1 Poster
    • 1 Article

    Humanising the design and technology curriculum: Why technology education makes us human

    McLain, M., Irving-Bell, D., Wooff, D. & Morrison-Love, D., 1 Jul 2019, In : Design and Technology Education: An International Journal. 24, 2, p. 8-19 12 p.

    Research output: Contribution to journalArticle

    Open Access
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  • Profiles

    No photo of DAWNE IRVING-BELL

    DAWNE IRVING-BELL, PhD, PFHEA

    Person: Member, Academic

    Activities

    BERA, The Curriculum Journal: An invited Blog Post: How technology makes us human: Cultural historical roots for design and technology education

    Matt McLain (Participant), DAWNE IRVING-BELL (Participant), David Wooff (Participant) & David Morrison-Love (Participant)

    22 Nov 2019

    Activity: Other activity typesOther

    Re-Designing Design and technology Education: An Invited Blog Post

    DAWNE IRVING-BELL (Other), Matt McLain (Other) & David Wooff (Other)

    Oct 2019

    Activity: Other activity typesOther

    Any thoughts on the future of D&T? An Invited Blog Post

    DAWNE IRVING-BELL (Participant)

    Mar 2019

    Activity: Other activity typesOther

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