Critique in Design and Technology Education PDF
Preview Critique in Design and Technology Education
Contemporary Issues in Technology Education P John Williams Kay Stables Editors Critique in Design and Technology Education Contemporary Issues in Technology Education SeriesEditors PJohnWilliams CurtinUniversity,Perth,Australia AlisterJones UniversityofWaikato,Hamilton,NewZealand CathyBuntting UniversityofWaikato,Hamilton,NewZealand ContemporaryIssuesinTechnologyEducation-Aboutthisseries Technology education is a developing field, new issues keep arising and timely, relevantresearchiscontinuallybeingconducted.Theaimofthisseriesistodrawon 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 exploringtheseboundariesandthegapsbetweenthemwillbeafocusofthisseries. Much of the literature from other disciplines has applicability to technology education, and harnessing this diversity of research and ideas with a focus on technologywillstrengthenthefield. Moreinformationaboutthisseriesathttp://www.springer.com/series/13336 P John Williams • Kay Stables Editors Critique in Design and Technology Education 123 Editors PJohnWilliams KayStables ScienceandMathsEducationCentre Goldsmiths,UniversityofLondon (SMEC) London,UK CurtinUniversity Perth,WA,Australia ISSN2510-0327 ISSN2510-0335 (electronic) ContemporaryIssuesinTechnologyEducation ISBN978-981-10-3104-5 ISBN978-981-10-3106-9 (eBook) DOI10.1007/978-981-10-3106-9 LibraryofCongressControlNumber:2017930627 ©SpringerNatureSingaporePteLtd.2017 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartof thematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore ThisbookisdedicatedtothememoryofProfessorChitra Natarajan. In2014,ChitrawasaprofessorattheHomiBhabhaCentre forScienceEducation,whenshecommittedtocontributinga chapterforthisbook.Shedevelopedaroughdraftforthe chapterbeforerealisinglatein2014thatshewastooillto continue.ShepassedawayinApril2015,whileallthe authorsweremeetinginFranceataworkshoptocritique anddevelopthechaptersforthebook. Chitrapersonifiedwhatisimportantinascholar.Whileher scholarshipwasofthehigheststandard,shewasalways approachableandaccessible,andrespectfulofother people’spositions.HercontributiontoTechnology Educationand,inparticular,tothisbookisgreatlymissed. Butthecontributionshemadeinherlifetimelivesonto inspireandinformusall,asisreflectedin“Embracinglives, chasingpassions:MemoirsofChitraNatarajan”by R.Rajagopal.Hiswordscapturethewonderfulessenceof Chitraas“astaunchpractitionerofcollaborativeand multidisciplinarylearning-teachingmodel,sheleftan indeliblefootprintinresearchattheinterfaceofscience, technologyandsociety;designandtechnologyeducation; projectbasedlearning;roleofdiversityinscience education;andenvironmentaleducation. ::: Shewrote extensivelyandreflectivelyonscientific,technological, educationalandsocietalissues;andleftbehindarich legacyofinvaluablevisionsandexpressions.” Contents CritiqueinDesignandTechnologyEducation:AbouttheBook ........... 1 PJohnWilliamsandKayStables PartI TheBasisofCritique PhilosophyasCritique........................................................... 15 MarcJ.de Vries CritiqueofTechnology .......................................................... 31 StephenPetrina CritiquingDesign:PerspectivesandWorldViewsonDesign andDesignandTechnologyEducation,fortheCommonGood ............ 51 KayStables The Identification and Location of Critical Thinking andCritiquinginDesignandTechnologyEducation........................ 71 DavidSpendlove AlternativeKnowledgeSystems................................................ 87 MishackT.Gumbo PartII CritiqueinDesignandTechnologyEducation CritiquingasDesignandTechnologyCurriculumJourney: History,Theory,PoliticsandPotential......................................... 109 SteveKeirl CritiqueasaDisposition ........................................................ 135 PJohnWilliams Empathy as an Aspect of Critical Thought and Action inDesignandTechnology ....................................................... 153 BillNicholl vii viii Contents CritiquingTeaching:DevelopingCritiqueThroughCritical ReflectionandReflexivePractice............................................... 173 SusanV.McLaren A Critique of Technology Education for All in a Social andCulturalEnvironment...................................................... 193 JacquesGinestié PartIII TheApplicationofCritique DisruptiveTechnologies ......................................................... 215 DavidBarlex CritiquingLiterature:Children’sLiteratureasaLearning ToolforCriticalAwareness ..................................................... 237 CeciliaAxell ModellingasaFormofCritique ............................................... 255 NiallSeery Politicizing the Discourse of Consumerism: Reflections onTheStoryofStuff ............................................................. 275 TerryWilkinson HyperDesignThinking:Critique,PraxisandReflection ................... 301 Belindavon Mengersen Contributors Cecilia Axell Department of Social and Welfare Studies, Linköping University, Norrköping,Sweden DavidBarlex IndependentConsultant,Leicestershire,UK Marc J.deVries DelftUniversityofTechnology,Delft,TheNetherlands JacquesGinestié Aix-MarseilleUniversité,MarseilleCedex4,France Mishack T.Gumbo UniversityofSouthAfrica,Pretoria,SouthAfrica SteveKeirl Goldsmiths,UniversityofLondon,London,UK Susan V.McLaren UniversityofEdinburgh,Edinburgh,UK BillNicholl UniversityofCambridge,Cambridge,UK StephenPetrina TheUniversityofBritishColumbia,Vancouver,BC,Canada Niall Seery Department of Design and Manufacturing Technology, University of Limerick,Limerick,Ireland DavidSpendlove TheUniversityofManchester,Manchester,UK KayStables Goldsmiths,UniversityofLondon,London,UK BelindavonMengersen NationalSchoolofArts,AustralianCatholicUniversity, Sydney,NSW,Australia TerryWilkinson YorkUniversity,Toronto,ON,Canada PJohnWilliams ScienceandMathsEducationCentre(SMEC),CurtinUniversity, Perth,WA,Australia ix About the Authors CeciliaAxellisapostdoctoralresearcherintechnologyeducationattheDepartment ofSocialandWelfareStudies,LinköpingUniversity,Sweden.SheholdsaPhDin 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,sheexaminedhowtechnologyandtechnologicaldevelopmentinsocietyare discussedinrelationtoviewsofnatureandviewsaboutthefutureinaselectionof Swedishchildren’sbookswritteninthelastcentury. David Barlex is an acknowledged leader in design and technology education, curriculumdesignandcurriculummaterialdevelopment.Hetaughtincomprehen- sive 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 indevelopingcurriculummaterialsthatsupportpupillearningfromaconstructivist perspective.Heusesthisapproachtodevelopyoungpeoples’abilitytounderstand and critique the design decisions made by professional designers and those they makethemselvesindesignandtechnologylessons. 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 TechnologyandDesignEducation(Springer)andserieseditoroftheInternational TechnologyEducationStudiesbookseries(SensePublishers).Heisthechairperson of the board of the PATT Foundation that organises the international Pupils’ AttitudesTowardsTechnologyconferences.Hewroteamonographonphilosophy oftechnologyfortechnologyeducators(TeachingAboutTechnology;Springer)and ahistoryof80yearsofPhilipsResearch(AmsterdamUniversityPress). xi
The list of books you might like
