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Discomforting the orthodox: using debates in the pedagogy of curriculum and critical thinking in design and technology teacher education

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posted on 30.04.2008 by Steve Keirl
Given the breadth of the design and technology curriculum enterprise, designing a broad-ranging foundation course for design and technology teacher education students is problematic. Matters of content, process, pedagogy, educational theory and curriculum politics all have their needs to be met and understood. This paper describes how debates have been used to articulate these kinds of needs in meaningful ways for the students. The debates are not simply an ‘activity’ that fills the assessment menu. They are shown to be, at once, interweaver of multiple issues and questions, modeller of critiquing-designing-making activity, and developer of intricacy for holistic design and technology education. The paper explains the significance of the context in which the students and course operate and it presents the associated pedagogical rationale. In recognising that discomfort, as a component of critical thinking, is both valid and positive, it seeks to show how this use of debating contributes to a meaningful educational journey for the students.

History

School

  • Design

Research Unit

  • D&T Association Conference Series

Citation

KEIRL, S., Discomforting the orthodox: using debates in the pedagogy of curriculum and critical thinking in design and technology teacher education. IN: Norman, E.W.L. and Spendlove, D. (eds.). The Design and Technology Association International Research Conference 2007, University of Wolverhampton, Telford Campus, 4,5,6 July. Wellesbourne : The Design and Technology Association, pp.43-48

Publisher

© DATA

Publication date

2007

Notes

This is a conference paper

ISBN

1898788839

Language

en

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Keyword(s)

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