Contemporary Issues in Technology Education

Transcription

1 Contemporary Issues in Technology Education Series Editors P John Williams Curtin University, Perth, Australia Alister Jones University of Waikato, Hamilton, New Zealand Cathy Buntting University of Waikato, Hamilton, New Zealand

2 Contemporary Issues in Technology Education - About this series Technology education is a developing field, new issues keep arising and timely, relevant research is continually being conducted. The aim of this series is to draw on the latest research to focus on contemporary issues, create debate and push the boundaries in order to expand the field of technology education and explore new paradigms. Maybe more than any other subject, technology education has strong links with other learning areas, including the humanities and the sciences, and exploring these boundaries and the gaps between them will be a focus of this series. Much of the literature from other disciplines has applicability to technology education, and harnessing this diversity of research and ideas with a focus on technology will strengthen the field. More information about this series at

3 P John Williams Kay Stables Editors Critique in Design and Technology Education 123

4 Editors P John Williams Science and Maths Education Centre (SMEC) Curtin University Perth, WA, Australia Kay Stables Goldsmiths, University of London London, UK ISSN ISSN (electronic) Contemporary Issues in Technology Education ISBN ISBN (ebook) DOI / Library of Congress Control Number: Springer Nature Singapore Pte Ltd This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore , Singapore

5 This book is dedicated to the memory of Professor Chitra Natarajan. In 2014, Chitra was a professor at the Homi Bhabha Centre for Science Education, when she committed to contributing a chapter for this book. She developed a rough draft for the chapter before realising late in 2014 that she was too ill to continue. She passed away in April 2015, while all the authors were meeting in France at a workshop to critique and develop the chapters for the book. Chitra personified what is important in a scholar. While her scholarship was of the highest standard, she was always approachable and accessible, and respectful of other people s positions. Her contribution to Technology Education and, in particular, to this book is greatly missed. But the contribution she made in her lifetime lives on to inspire and inform us all, as is reflected in Embracing lives, chasing passions: Memoirs of Chitra Natarajan by R. Rajagopal. His words capture the wonderful essence of Chitra as a staunch practitioner of collaborative and multidisciplinary learning-teaching model, she left an indelible footprint in research at the interface of science, technology and society; design and technology education; project based learning; role of diversity in science education; and environmental education. ::: She wrote extensively and reflectively on scientific, technological, educational and societal issues; and left behind a rich legacy of invaluable visions and expressions.

6 Contents Critique in Design and Technology Education: About the Book... 1 P John Williams and Kay Stables Part I The Basis of Critique Philosophy as Critique Marc J. de Vries Critique of Technology Stephen Petrina Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good Kay Stables The Identification and Location of Critical Thinking and Critiquing in Design and Technology Education David Spendlove Alternative Knowledge Systems Mishack T. Gumbo Part II Critique in Design and Technology Education Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics and Potential Steve Keirl Critique as a Disposition P John Williams Empathy as an Aspect of Critical Thought and Action in Design and Technology Bill Nicholl vii

7 viii Contents Critiquing Teaching: Developing Critique Through Critical Reflection and Reflexive Practice Susan V. McLaren A Critique of Technology Education for All in a Social and Cultural Environment Jacques Ginestié Part III The Application of Critique Disruptive Technologies David Barlex Critiquing Literature: Children s Literature as a Learning Tool for Critical Awareness Cecilia Axell Modelling as a Form of Critique Niall Seery Politicizing the Discourse of Consumerism: Reflections on The Story of Stuff Terry Wilkinson Hyper Design Thinking: Critique, Praxis and Reflection Belinda von Mengersen

8 Contributors Cecilia Axell Department of Social and Welfare Studies, Linköping University, Norrköping, Sweden David Barlex Independent Consultant, Leicestershire, UK Marc J. de Vries Delft University of Technology, Delft, The Netherlands Jacques Ginestié Aix-Marseille Université, Marseille Cedex 4, France Mishack T. Gumbo University of South Africa, Pretoria, South Africa Steve Keirl Goldsmiths, University of London, London, UK Susan V. McLaren University of Edinburgh, Edinburgh, UK Bill Nicholl University of Cambridge, Cambridge, UK Stephen Petrina The University of British Columbia, Vancouver, BC, Canada Niall Seery Department of Design and Manufacturing Technology, University of Limerick, Limerick, Ireland David Spendlove The University of Manchester, Manchester, UK Kay Stables Goldsmiths, University of London, London, UK Belinda von Mengersen National School of Arts, Australian Catholic University, Sydney, NSW, Australia Terry Wilkinson York University, Toronto, ON, Canada P John Williams Science and Maths Education Centre (SMEC), Curtin University, Perth, WA, Australia ix

9 About the Authors Cecilia Axell is a postdoctoral researcher in technology education at the Department of Social and Welfare Studies, Linköping University, Sweden. She holds a PhD in technology education. Her research focuses on the pedagogic content of fictional children s books which can link human relationships to technology. In her PhD thesis, she examined how technology and technological development in society are discussed in relation to views of nature and views about the future in a selection of Swedish children s books written in the last century. David Barlex is an acknowledged leader in design and technology education, curriculum design and curriculum material development. He taught in comprehensive schools for 15 years before taking university positions in teacher education. He directed the Nuffield Design and Technology Project and was educational manager for Young Foresight. David is well known for his interest and expertise in developing curriculum materials that support pupil learning from a constructivist perspective. He uses this approach to develop young peoples ability to understand and critique the design decisions made by professional designers and those they make themselves in design and technology lessons. Dr. Marc J. de Vries is professor of science and technology education at Delft University of Technology in the Netherlands and affiliate professor of Christian philosophy of technology at the same institute. He is also assistant professor of philosophy and ethics of technology at Eindhoven University of Technology, the Netherlands. Currently, he is the editor-in-chief of the International Journal of Technology and Design Education (Springer) and series editor of the International Technology Education Studies book series (Sense Publishers). He is the chairperson of the board of the PATT Foundation that organises the international Pupils Attitudes Towards Technology conferences. He wrote a monograph on philosophy of technology for technology educators (Teaching About Technology; Springer) and a history of 80 years of Philips Research (Amsterdam University Press). xi

10 xii About the Authors Prof. Jacques Ginestié is the current director of the School of Education (ESPE) at Aix-Marseille University, France s largest university. He manages the research unit ADEF and the federation SFERE-Provence, which coordinates 16 research units on the theme Learning and Education. He has researched in technology education for many years, notably about the efficiency of teaching-learning processes with a particular interest in the role of technical languages and for the interactions between teacher, student and knowledge. He has focused on teacher education and impacts on educational policies. He is a member of several editorial and scientific committees and academic societies. Mishack T. Gumbo is a professor of technology education (Indigenous Knowledge Systems). He is attached to the Department of Science and Technology Education in the College of Education at the University of South Africa. His duties include teaching undergraduate technology education students and supervision and facilitation of workshops for master s and doctoral students. He has published papers in scholarly journals, contributed chapters in books, wrote a few books and presented papers at national and international conferences. His areas of interest are IKS, technology education teachers PCK and distance education and e-learning. He is currently leading a strategic intervention project in MSTE in Mpumalanga Province. He is coeditor of two books and a lead editor of one book, all of which are nearing their completion. He serves on ITEEA and Africa Update Boards and is a member of SAARMSTE. He is external examiner of universities nationally and internationally. Steve Keirl is a curriculum theorist whose research advocates technological and design literacy that is critically, ethically and democratically focused. As such, he strongly resists STEM as a curriculum construct. Steve s research helped inform the 2001 (Birth-Age 18) South Australian Design and Technology Curriculum for which he was chair of the Technology Expert Working Group and subsequently principal author. Critiquing, as one of three strands running throughout that curriculum, was then a world first and has subsequently been recognised internationally for its value to design and technology education. Steve is currently reader in design education at Goldsmiths, University of London. Susan V. McLaren is a senior lecturer (design and technology education) at the University of Edinburgh, Scotland. Her research interests include pedagogies and principles of design for sustainability and circular economy thinking, discriminators of creativity and progression, real-time multimodal formative assessment, curriculum planning and professional development, interdisciplinary learning and partnership working. Bill Nicholl After studying design, Bill taught design and technology (D&T) for 9 years in London high schools. In 2000, he set up the course for training teachers of D&T at the University of Cambridge. He teaches across a number of courses including PGCE, MEd and MPhil level, as well as supervises PhD students. His research interests are focused around sociocultural approaches to creativity and in

11 About the Authors xiii particular the role of the teacher in teaching for [design] creativity. He is on the advisory board for the Center of Excellence for Technology Education (CETE), as well as the advisory boards for two international journals. He has published in peerreviewed journals and has worked in China, Poland, Ireland and India. Stephen Petrina specialises in science and technology studies (STS), STEM education and curriculum studies. He is in the Department of Curriculum and Pedagogy at the University of British Columbia. He manages the How We Learn (Media and Technology Across the Lifespan) Lab, funded by the Social Sciences and Humanities Research Council of Canada. Stephen is co-founder and codirector of the Institute for Critical Education Studies. He has recently published in Hacking Education in a Digital Age, British Journal of Educational Technology, New Frontiers in Technological Literacy, Workplace: A Journal for Academic Labor and History of Education Quarterly. Dr. Niall Seery is a lecturer in initial teacher education at the University of Limerick and is course director for the Technology Teacher Education programme. Niall also serves as an associate professor at the KTH Royal Institute of Technology in the area of technology education. In 2010, he established and is currently the director of the Technology Education Research Group ( at the University of Limerick, which aims to advance technology education and support the continuous development of practitioners, initial teacher education students and second level pupils. He has conducted a number of research projects focusing on pupil learning and assessment and actively supervises doctoral level students. Niall has also worked on a number of funded research projects. David Spendlove is head of initial teacher education at the University of Manchester. In addition to writing books on assessment and emotional literacy, David has written extensively on design and technology education for almost 20 years. He is a coeditor of Design and Technology Education: An International Journal; a member of the editorial board for the International Journal of Innovation, Creativity and Change; and a member of DRS/Cumulus/Design-Ed International Scientific Review Committee and Review Board. In 2013, David was awarded an Outstanding Contribution award by the Design and Technology Association. Kay Stables Kay started her career as a textiles teacher, joining Goldsmiths, University of London, in 1986 as a researcher on the UK Government s Assessment of Performance Unit s Design and Technology project. A founder member of the Technology Education Research Unit (TERU), she has directed and contributed to projects in primary and secondary education in the UK and overseas. With Richard Kimbell, she authored the TERU retrospective, Research Design Learning (2007). More recently, together with Steve Keirl, she published Environment, Ethics and Cultures: Design and Technology Education s Contribution to Sustainable Global Futures (2015), an edited collection of theoretical and practice-based approaches. Recent research has focused on design, creativity and sustainable development, the

12 xiv About the Authors use of digital tools in assessment (the e-scape project) and designerly well-being. Current research includes creating dialogic frameworks for supporting the development of D&T capability, including in digital environments. Kay has a keen interest in international issues in design and technology education and has been a visiting scholar at institutions in Australia, Canada, New Zealand, Sweden and the USA. She is currently coeditor of Design and Technology Education: An International Journal and is an editorial board member of the Journal of Technology Education. Belinda von Mengersen is a lecturer in technology and course coordinator for the Bachelor of Teaching/Bachelor of Arts (Technology), National School of Arts at Australian Catholic University. She specialises in textiles technology and textiles and design pre-service education. A background in visual art and design education and research informs her teaching and research in design and technology education. Research interests include reflective writing, creative thinking, conceptual thinking, critical thinking, design thinking, practice-led research, e-portfolios, comparisons between pedagogical practice in visual art and design and design and technology and the inherently interdisciplinary and dynamic nature of design-related fields like textiles, design and design and technology. P John Williams is professor and director of the Science and Mathematics Education Centre (SMEC) at Curtin University in Perth, Western Australia, where he teaches and supervises research students in technology education. Apart from Australia, he has worked and studied in a number of African and Indian Ocean countries and in New Zealand and the USA. He directed the nationally funded Investigation into the Status of Technology Education in Australian Schools. His current research interests include mentoring beginning teachers, PCK and electronic assessment of performance. He regularly presents at international and national conferences, consults on technology education in a number of countries and is a long-standing member of eight professional associations. He is the editor of the Australasian Journal of Technology Education, advisory editor of the International Journal of Technology and Design Education and series editor of the Springer Contemporary Issues in Technology Education and is on the editorial board of five other professional journals. He has authored or contributed to over 220 publications, and in 2011, he was elected to the International Technology and Engineering Education Association s Academy of Fellows for prominence in the profession. Terry Wilkinson (BFA, BEd, MEd) is currently a doctoral candidate in the Faculty of Education at York University (Canada). Over her career, she has worked with children with cognitive and behavioural exceptionalities in formal and informal settings and enjoyed teaching design and technology and science and technology in middle school classrooms across the Toronto District School Board. Research interests in critical and visual literacies, design thinking and problem-solving have also informed Terry s practice as an instructor and sessional lecturer for the initial teacher and continuing education programmes at the Ontario Institute for Studies in Education, University of Toronto.