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Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

Bell, D, Wooff, D, McLain, MN and Morrison-Love, D (2017) Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. Curriculum Journal, 28 (4). pp. 539-558. ISSN 0958-5176

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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 by-product 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 that combine to produce science, technology, engineering and mathematics (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. © 2017 British Educational Research Association.

Item Type: Article
Uncontrolled Keywords: 1302 Curriculum And Pedagogy
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: School of Education
Publisher: Taylor & Francis
Date Deposited: 18 Sep 2018 11:23
Last Modified: 18 Sep 2018 11:29
DOI or Identification number: 10.1080/09585176.2017.1286995
URI: http://researchonline.ljmu.ac.uk/id/eprint/9247

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