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Download fileDiscomforting the orthodox: using debates in the pedagogy of curriculum and critical thinking in design and technology teacher education
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posted on 2008-04-30, 13:43 authored by Steve KeirlGiven 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