Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics and Potential

Keirl, S. 2017. Critiquing as Design and Technology Curriculum Journey: History, Theory, Politics and Potential. In: P. John Williams and Kay Stables, eds. Critique in Design and Technology Education. Singapore: Springer, pp. 109-133. ISBN 9789811031045 [Book Section]

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Abstract or Description

Critiquing, as a key component of Design and Technology (D&T) education, made its global debut 15 years ago in the redesigned South Australian curriculum. It has since gained international recognition for its validity for the education of all children. This chapter sets out the story of critiquing as Design and Technology curriculum phenomenon, and, while the story reports a personal research journey, it was the work of a dedicated team that brought the curriculum as a whole to fruition. Key episodes of the story address: curriculum research method as autobiography; the politics of D&T curriculum; the theoretical underpinnings of the critiquing innovation; its local, national and international contexts; the curriculum challenges its introduction was intended to resolve; and some consequent theorisation since its inception. In this story, ‘Design and Technology’ is seen as much more than a school ‘subject’. It is argued that critical-ethical design and technological literacy is necessary if sustainable, democratic futures are to be achieved. Critiquing is fundamental to such literacy.

Item Type:

Book Section

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Critiquing, Critical pedagogy, Curriculum, Technological literacy, Design literacy

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22 February 2017Published

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Date Deposited:

25 Apr 2017 09:58

Last Modified:

15 Mar 2021 16:59


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