Texts, power and design and technology: the use of national curriculum documents in departmental power struggles

One feature of the development of the design and technology curriculum within schools has been an ongoing debate, between the various groupings within it, concerning the nature, purpose and delivery of the subject. This paper considers the use of selective readings and interpretations of national curriculum documents as part of such power struggles within design and technology departments. Drawing on evidence from case study work in five schools, and focusing in particular on the reception of the 1992 proposals, it illustrates the way that individuals' attempts to provide 'definitive' readings of the various documents have a significant effect on power relations, both those internal to the department and with regard to external groups.