ESD through Technology Education: Contextualisation of Approaches

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Title ESD through Technology Education: Contextualisation of Approaches
Author Pavlova, Margarita B.
Journal Name African Journal of Research in Mathematics, Science and Technology Education
Editor W.C. Kyle, M. Kazima, B. Alant, A.T. Sinnes, D. Nampota and G. O. M. Onwu
Year Published 2011
Place of publication South Africa
Publisher Southern African Association for Research in Mathematics, Science and Technology Education
Abstract The importance of addressing education for sustainable development (ESD) through technology education has been argued by a number of researchers; it appears increasingly in curriculum document statements; and some resources have been developed for use by teachers. However, when the concept of sustainable development is discussed within technology education it is mainly focused on the ecological design of products with a major emphasis on limiting the environmental impacts of those products. This article examines the nature of sustainable development and argues for the basis of ESD in technology education. The ethics of weak anthropocentrism and a focus on the human condition are suggested as a guiding framework for the underlying philosophy of technology education. Value change and technical fix are proposed as interlinked approaches for the development of learning activities. The article proposes some applications of the above principles in technology education classrooms. Environmental and social emphases are identified as possible priorities within different contexts. The argument was supported by the UNEP analysis of challenges confronting countries internationally in terms of reducing per capita ecological footprint or increasing the human development index. Examples of classroom activities illustrate how the above differences could be addressed in the classroom.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.journals.co.za/ej/ejour_saarmste.html
Copyright Statement Copyright 2011 Southern African Association for Research in Mathematics, Science and Technology Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 15
Issue Number 3
Page from 41
Page to 55
ISSN 1028-8457
Date Accessioned 2012-01-31
Date Available 2012-07-27T03:20:12Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Curriculum and Pedagogy Theory and Development; Science, Technology and Engineering Curriculum and Pedagogy
URI http://hdl.handle.net/10072/44915
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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