| Description |
1 online resource (334 pages) |
| Series |
International Technology Education Series ; volume 13 |
|
International technology education studies ; 13.
|
| Contents |
TABLE OF CONTENTS; SECTION 1; 1. INTRODUCING THE BOOK; INTRODUCTION; SECTION ONE; SECTION TWO; SECTION THREE; 2. ENVIRONMENT: Contributions of Design and Education to the Sustainment of Planet Earth; INTRODUCTION; ENVIRONMENTALISM; Worldviews; ENVIRONMENTAL EDUCATION TO EDUCATION FOR SUSTAINABLE DEVELOPMENT; Debates, Perspectives on EE and ESD; DESIGN, SUSTAINABLE DESIGN AND THE ENVIRONMENT; Consumption and the Product Paradigm; Sustainable Design: Policies, Reports, Principles and Practices; ENVIRONMENT AND DESIGN AND TECHNOLOGY EDUCATION; A Wholistic Approach; World View |
|
The Product Paradigm Revisited; Embedding (Environmental?) Sustainability into the D & T Curriculum; ACKNOWLEDGEMENTS; REFERENCES; 3. GLOBAL ETHICS, SUSTAINABILITY, AND DESIGN AND TECHNOLOGY EDUCATION; INTRODUCTION; Who Do We Think We Are? (i); Who Do We Think We Are? (ii); Considering Ethics ... ; Ethical Being and the Common Good; Ethics as Practical Action; The Temporal and Ethics; Moral Considerability and Those Others with Whom (and with Which) We Coexist; Established and Emergent Technologies; Developing the Necessary Conversations; Coda; REFERENCES |
|
4. CULTURE IN DESIGN, TECHNOLOGY, AND ENVIRONMENT: Reflecting on Field Experiences; INTRODUCTION; CULTURE AS BELIEFS AND VALUES THAT ALTER DESIGN AND TECHNOLOGY CHOICES; DISCOVERING THE CULTURE OF YOUR OWN MAKING; MAKING IN SERVICE OF THE CULTURE OF OTHERS; CONCLUSIONS; REFERENCES; SECTION 2; 5. IN(DI)GENEITY IN DESIGN AND TECHNOLOGY EDUCATION: Animating an Ecological Cross-Cultural Conversation; REFERENCES; 6. DESIGN AND TECHNOLOGY EDUCATION FOR SUSTAINABLE FUTURES In Preparation for Global Citizenship; INTRODUCTION; CHALLENGES OF THE MODERN WORLD AND EDUCATION |
|
DESIGN AND TECHNOLOGY EDUCATION -- ORIENTATIONS; ETHICS; DESIGN AND TECHNOLOGY EDUCATION -- PLANNING OF IMPLEMENTATIONS; FINAL REMARKS; REFERENCES; 7. DESIGNING FOR CULTURAL GROUPS AND HUMANIZATION: Two Ideas from Design Anthropology; INTRODUCTION; PART ONE: USING ETHNOGRAPHY TO INFORM AND ENHANCE THE PROCESSES AND PRODUCTS OF DESIGN AND TECHNOLOGY; DESIGNING AND WORKING TECHNOLOGICALLY ALWAYS OCCURS IN A SOCIO-ECOLOGICAL, AND SOCIO-TECHNICAL CONTEXT; USING DESIGN ANTHROPOLOGY IDEAS TO DESIGN AND MANUFACTURE A WASTE MANAGEMENT SYSTEMS: THE SIGNIFICANCE OF CULTURE |
|
A SOCIO-ECOLOGICAL AND SOCIO-TECHNICAL LITTEREVALUATION: A COMPARATIVE REPORT; PART 2: DESIGN ANTHROPOLOGY AND HUMANIZING DESIGN AND TECHNOLOGY EDUCATION; SUSTAINABILITY AND CULTURE AS TRUTH CONDITIONS FOR AN EDUCATION IN AND THROUGH DESIGN AND TECHNOLOGY; CONCLUSIONS; NOTES; REFERENCES; 8. AGENCY AND UNDERSTANDING: The Learner as a Sustainable Designer; INTRODUCTION; HUMANS AT THEIR BEST; CRITICAL CAPABILITY; MAKING AND BEING HUMAN; THE LEARNER AS SUSTAINABLE DESIGNER IN THE CURRENT CURRICULUM CONTEXT; CURRENT CONCERNS WITH DESIGN AND TECHNOLOGY CURRICULA |
| Summary |
"This collection engages environmental, ethical and cultural values perspectives to show how Design and Technology (D & T) Education actively contributes to the significant educational goal of attaining sustainable global futures. An international collection of authors representing all levels of education articulate how D & T research, curriculum theory, policy, and classroom practices can synergise to contribute positively to the education of children for sustainable global futures. The book offers a spectrum of theorised curriculum positions, political and policy analysis, and case studies of successful school practice. A key word in the title is that of contribution which is construed in several senses: first, of D & T as a vehicle for understanding the range of political and social values that arise with such a major educational challenge; second, of D & T as an agent of critical and practical action for students as global citizens; third, by taking global and multiple perspectives (rather than, say, Western or mono-cultural positions); and, fourth, by demonstrating D & T's capacities for working in holistic and integrative cross-curricular ways. The authors show how students can not only learn about their potential as humans-as-designers but can also develop designerly capacities that enable them to contribute meaningfully in practical ways to their communities and to wider society, that is, as global citizens who can apply design capability in ethical ways that are respectful of peoples, cultures and environments alike." |
| Notes |
Includes index |
| Bibliography |
Includes bibliographical references at the end of each chapters and index |
| Notes |
Print version record |
| Subject |
Education -- Aims and objectives.
|
|
Educational sociology.
|
|
EDUCATION -- Essays.
|
|
EDUCATION -- Organizations & Institutions.
|
|
EDUCATION -- Reference.
|
|
Education -- Aims and objectives
|
|
Educational sociology
|
| Form |
Electronic book
|
| Author |
Stables, Kay, 1954- editor.
|
|
Keirl, Steve, editor
|
| ISBN |
9789462099388 |
|
9462099383 |
|
