The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award |
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Authors: | James Pitt Fred Lubben |
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Institution: | (1) Centre for Innovation and Research in Science Education, Department of Educational Studies, University of York, York, YO10 5DD, UK |
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Abstract: | The paper explores the adoption of the social dimensions of sustainability in technological design tasks. It uses a lens which
contrasts education for sustainability as ‘a frame of mind’ with an attempt to bridge a ‘value-action gap’. This lens is used
to analyse the effectiveness of the Sustainable Design Award, an intervention in post-16 technology education in three countries
to encourage students and teachers to strengthen design for sustainability in their work. In each country, the intervention
project provided varying combinations of teacher professional development, provision of learning resources, in school student
support, lobbying of key curriculum policy makers and a student Award. Three types of teacher are identified by reference
to their motivation for introducing sustainability into their teaching of design. These teacher types are linked to a hierarchy
of teachers’ understanding of the social dimension of sustainability. The consequences for continuous professional development
are examined. The findings are then used to critique the value of the lens. |
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Keywords: | Sustainability Social dimension Sustainable Design Award Teachers’ views Impact research Teacher training Continuous professional development |
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