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P John Williams Kay Stables Editors Critique in Design and Technology Education Contemporary Issues in Technology Education Contemporary Issues in Technology Education P John Williams Kay Stables Editors Critique in Design and Technology Education 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 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 http://www.springer.com/series/13336 P John Williams • Kay Stables Editors Critique in Design and Technology Education 123 Editors P John Williams Kay Stables Science and Maths Education Centre Goldsmiths, University of London (SMEC) London, UK Curtin University Perth, WA, Australia ISSN 2510-0327 ISSN 2510-0335 (electronic) Contemporary Issues in Technology Education ISBN 978-981-10-3104-5 ISBN 978-981-10-3106-9 (eBook) DOI 10.1007/978-981-10-3106-9 Library of Congress Control Number: 2017930627 © Springer Nature Singapore Pte Ltd. 2017 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 189721, Singapore 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.” 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........................................................... 15 Marc J. de Vries Critique of Technology .......................................................... 31 Stephen Petrina Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good ............ 51 Kay Stables The Identification and Location of Critical Thinking and Critiquing in Design and Technology Education ........................ 71 David Spendlove Alternative Knowledge Systems ................................................ 87 Mishack T. Gumbo Part II Critique in Design and Technology Education Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics and Potential......................................... 109 Steve Keirl Critique as a Disposition ........................................................ 135 P John Williams Empathy as an Aspect of Critical Thought and Action in Design and Technology ....................................................... 153 Bill Nicholl vii viii Contents Critiquing Teaching: Developing Critique Through Critical Reflection and Reflexive Practice ............................................... 173 Susan V. McLaren A Critique of Technology Education for All in a Social and Cultural Environment ...................................................... 193 Jacques Ginestié Part III The Application of Critique Disruptive Technologies ......................................................... 215 David Barlex Critiquing Literature: Children’s Literature as a Learning Tool for Critical Awareness ..................................................... 237 Cecilia Axell Modelling as a Form of Critique ............................................... 255 Niall Seery Politicizing the Discourse of Consumerism: Reflections on The Story of Stuff ............................................................. 275 Terry Wilkinson Hyper Design Thinking: Critique, Praxis and Reflection ................... 301 Belinda von Mengersen 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 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 comprehen- 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 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
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