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Critique in Design and Technology Education pp 51–70Cite as

Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good

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Part of the book series: Contemporary Issues in Technology Education ((CITE))

Abstract

This chapter critiques design and design practices from historical, social, cultural and sustainable perspectives as a basis for opening up a broader perspective on the ways design and designing are seen within mainstream design and technology education in schools. This chapter is divided into four broad sections. The first section explores the ways that design practitioners, theorists and historians critique past and present practices of design from within the profession. This is followed by an outlining of approaches that some designers have taken in using design itself as a way of critiquing society and culture. The focus then turns to design and technology education and highlights concerns that have been identified both at school and higher education level. Finally, consideration is given to examples that illustrate positive approaches to bringing broader and more critical approaches to design and technology in classrooms, including ways that are developed in detail in further chapters in this book.

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Authors and Affiliations

  1. Goldsmiths, University of London, London, UK

    Kay Stables

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  1. Kay Stables
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Correspondence to Kay Stables .

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Editors and Affiliations

  1. Science and Maths Education Centre (SMEC), Curtin University, Perth, West Australia, Australia

    P John Williams

  2. Goldsmiths, University of London, London, United Kingdom

    Kay Stables

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Stables, K. (2017). Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good. In: Williams, P., Stables, K. (eds) Critique in Design and Technology Education. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3106-9_4

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  • DOI: https://doi.org/10.1007/978-981-10-3106-9_4

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  • Online ISBN: 978-981-10-3106-9

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