Design and Technology Education and Its Curriculum Policy Challenges

Abstract

This chapter takes a global perspective on the kinds of issues faced by Design and Technology (D&T) curriculum policy-makers. In doing so, it recognizes both the phenomenon of our intimate human-technology relationship and what is seen as a huge educational irony, namely, that despite the ubiquitous and pervasive nature of technologies in our lives, education systems rarely offer curricula that can engage the phenomenon. This curriculum conundrum is explored using Nel Noddings’ notion of “aims-talk” and William Pinar’s recognition of curriculum as “complicated conversation.” Rather than D&T perpetually reinforcing stereotypical orthodoxies of what technology is or should be in the public eye or pursuing a limited and instrumentalist skilling agenda for students, an aims-led conversation is advocated that engages matters of humanity, politics, ethics, democracy, sustainability, and, indeed, existence.