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Interplay in curriculum implementation - seeking a theoretical position

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conference contribution
posted on 08.05.2006 by Lyn Peacock
The implementation of a National Technology Curriculum Statement and Profiles for schools follows closely on changes in curriculum at the State level which have seen previous areas of Home Economics, Industrial Arts, Agriculture and Computer education combined. The subject Design and Technology represents the mandatory secondary school study in the Technology area. The presentation of this subject in the secondary school is through design projects. This requires changed teaching style form a teacher centred, technical, practical skills approach to one which focuses on cooperative/team endeavours in solving open ended design briefs. The nature and focus of the brief can vary across a range of ten context areas. Decisions about which context area and material to use are made at school level. Whilst curriculum as provided by the education authorities is usually modified at the school level, the relative power of players in the decision making process is important to the nature of the school experience of students. This paper will pose tentative ways of explaining how such decisions are made from a critical perspective, with reference to Habermas' theory of communicative action and Foucault's concepts of power and resistance.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

49332 bytes

Citation

PEACOCK, L.M., 1994. Interplay in curriculum implementation - seeking a theoretical position. IDATER 1994 Conference, Loughborough: Loughborough University

Publisher

© Loughborough University

Publication date

1994

Notes

This is a conference paper.

Language

en

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Keyword(s)

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