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dc.contributor.authorPavlova, Margaritaen_US
dc.contributor.editorW.C. Kyle, M. Kazima, B. Alant, A.T. Sinnes, D. Nampota and G. O. M. Onwuen_US
dc.date.accessioned2017-04-24T11:14:06Z
dc.date.available2017-04-24T11:14:06Z
dc.date.issued2011en_US
dc.date.modified2012-07-27T03:20:12Z
dc.identifier.issn10288457en_US
dc.identifier.urihttp://hdl.handle.net/10072/44915
dc.description.abstractThe 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent755122 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherSouthern African Association for Research in Mathematics, Science and Technology Educationen_US
dc.publisher.placeSouth Africaen_US
dc.publisher.urihttp://www.journals.co.za/ej/ejour_saarmste.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom41en_US
dc.relation.ispartofpageto55en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAfrican Journal of Research in Mathematics, Science and Technology Educationen_US
dc.relation.ispartofvolume15en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogyen_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130212en_US
dc.subject.fieldofresearchcode130202en_US
dc.titleESD through Technology Education: Contextualisation of Approachesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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