Abstract
As complex societal and ecological challenges increasingly jeopardize the future of the planet, it is critical that humans, and especially younger generations, develop new ways of being in the world. All global citizens urgently require new modes of thinking and doing. As we settle into the realities of the Anthropocene—an epoch in which human beings are changing the Earth in profound and potentially irreversible ways—fundamental transformations in learning are required to enable all citizens to adapt. People everywhere will need to develop applicable life skills, appropriate competencies in specific domains, and improved critical and reflective capabilities.
This is a preview of subscription content, log in via an institution to check access.
Notes
- 1.
Juliet Schor, “Foreword,” in Arjen E. J. Wals and Peter Blaze Corcoran, eds., Learning for Sustainability in Times of Accelerating Change (Wageningen, The Netherlands: Wageningen Academic Publishers, 2012), 15–18; Damian Carrington, “The Anthropocene Epoch: Scientists Declare Dawn of Human-influenced Age,” The Guardian (U.K.), August 29, 2016.
- 2.
Amanda McCloat and Helen Maguire, “Reorienting Home Economics Teacher Education to Address Education for Sustainable Development,” in Miriam O’Donoghue, Global Sustainable Development: A Challenge for Consumer Citizens, e-book, 2008; Eleanore Vaines, “Wholeness, Transforming Practices and Everyday Life,” in Mary Gale Smith, Linda Peterat, and Mary Leah de Zwart, eds., Home Economics Now: Transformative Practice, Ecology and Everyday Life (Vancouver, BC: Pacific Educational Press, 2004), 133–65.
- 3.
Sue L. T. McGregor, “Everyday Life: A Home Economics Concept,” Kappa Omicron Nu FORUM (National Honor Society for the Human Sciences) 19, no. 1 (2012); Vaines, “Wholeness, Transforming Practices and Everyday Life.”
- 4.
Sue L. T. McGregor, Locating the Human Condition Concept Within Home Economics, McGregor Monograph Series No. 201002 (Halifax, NS, Canada: 2010), 240; Irish Department of Education and Skills, Leaving Certificate: Home Economics Scientific & Social Syllabus (Dublin: The Stationery Office, 2001), 2; Irish Department of Education and Skills, The Junior Certificate Home Economics Syllabus (Dublin: The Stationery Office, 2002).
- 5.
Roland Tormey et al., “Working in the Action/Research Nexus for ESD: Two Case Studies from Ireland,” International Journal of Sustainability in Higher Education 9, no. 4 (2008): 428–40; International Federation for Home Economics, “IFHE Position Statement: Home Economics in the 21st Century” (Bonn, Germany: 2008); Helen Maguire et al., “Images and Objects: A Tool for Teaching Education for Sustainable Development and Responsible Living in Home Economics,” in Ulf Schrader et al., eds., Enabling Responsible Living (Berlin: Springer, 2013).
- 6.
Suzanne Piscopo and Karen Mugliett, “Redefining and Repackaging Home Economics: Case of a Mediterranean Island,” Victorian Journal of Home Economics 53, no. 1 (2014): 2; Japan Association of Home Economics Education, Home Economics Education in Japan 2012 (Tokyo: 2012); Finnish National Board of Education, “Part IV: Chapters 7.10–7.21,” in National Core Curriculum for Basic Education 2004 (Vammala, Finland: 2004); Skolverket (Swedish National Agency for Education), Sweden: Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011 (Stockholm: 2011).
- 7.
Consumer Classroom, “Resources,” www.consumerclassroom.eu/online-teaching-resources.
- 8.
University of Kentucky, College of Agriculture, Food and Environment, School of Human Environmental Sciences, Family & Consumer Sciences Extension, Building Strong Families for Kentucky: 2014 (Lexington, KY: 2014). Box 14-1 from the following sources: Isadore Reaud, personal communication with author, September 19, 2016; Pornpimol Kanchanalak, “It’s a Bird, It’s a Plane, It’s the Bamboo School,” The Nation, October 9, 2014; Mechai Viravaidya Foundation, “Mechai Bamboo School,” www.mechaifoundation.org/index2.php, viewed October 15, 2016; Mechai Viravaidya, “Mechai Pattana Bamboo School – Buriram, Thailand,” video, September 14, 2012, www.youtube.com/watch?v=kpuPr54kJBU.
- 9.
Presentation Secondary Mitchelstown, “Green Schools,” http://presmitchelstown.ie/?page_id=1805.
- 10.
Glenamaddy Community School, “Home Economics,” www.glenamaddycs.ie/index.php/subject-departments/home-economics.
- 11.
Gaelic Athletic Association (GAA), “Healthy Club Focus: GAA Recipes for Success!” March 2, 2016, www.gaa.ie/gaa-tv/healthy-club-focus-gaa-recipes-for-success/.
- 12.
Utah Education Network, “Family and Consumer Sciences: Classroom & Laboratory Management,” www.uen.org/cte/family/class.
- 13.
Adam Vaughan, “Failure to Teach Cooking at School ‘Contributing to £12bn a Year Food Waste,’” The Guardian (U.K.), July 13, 2016; Hedmark University of Applied Sciences, “The Partnership for Education and Research About Responsible Living (PERL/UNITWIN),” http://eng.hihm.no/project-sites/living-responsibly; Little Flower Girls’ School, “Fair Trade Does Great Trade,” www.littleflowerschool.co.uk/about/latest-news/241-fair-trade-does-great-trade.
- 14.
St. Aidan’s Comprehensive School, “First Year Textile Projects,” www.staidans.ie/first-year-textile-projects.html.
- 15.
Heathcote High School, “Home Economics,” www.heathcote-h.schools.nsw.edu.au/curriculum-activities/faculties/home-economics.
- 16.
Donna Pendergast, “Sustaining the Home Economics Profession in New Times: A Convergent Moment,” in Anna-Liisa Rauma, Sinikka Pöllänen, and Pirita Seitamaa-Hakkarainen, eds., Human Perspectives on Sustainable Future, Proceedings of the 5th International Household and Family Research Conference (Joensuu, Finland: University of Joensuu, 2006), 3–32; Donna Pendergast, “The Intention of Home Economics Education: A Powerful Enabler for Future Proofing the Profession,” in Donna Pendergast, Sue L. T. McGregor, and Kaija Turkki, Creating Home Economics Futures: The Next 100 Years (Samford Valley, Queensland, Australia: Australian Academic Press, 2012), 12–24; Terttu Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research, An Introduction,” in Terttu Tuomi-Grohn, ed., Reinventing Art of Everyday Making (Frankfurt: Peter Lang, 2008), 7.
- 17.
Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research,” 9.
- 18.
Box 14-2 from the following sources: World Health Organization (WHO), “Global Database of Age-Friendly Practices,” https://extranet.who.int/datacol/custom_view_report.asp?survey_id=3536&view_id=6301&display_filter=1; Tine Buffel et al., “Promoting Sustainable Communities Through Intergenerational Practice,” Procedia – Social and Behavioral Sciences 116 (February 21, 2014): 1,785–91; Ann Kristin Boström, Lifelong Learning, Intergenerational Learning, and Social Capital (Stockholm: Institute of International Education, Stockholm University, 2003); Alan Hatton-Yeo and Clare Batty, “Evaluating the Contribution of Intergenerational Practice,” in Peter Ratcliffe and Ines Newman, Promoting Social Cohesion: Implications for Policy and Evaluation (Bristol, U.K.: Policy Press, 2011); Mariano Sanchez et al., “Intergenerational Programmes: Towards a Society for All Ages,” Journal of Intergenerational Relationships 6, no. 4 (2008): 485–87; Judi Aubel, “Elders: A Cultural Resource for Promoting Sustainable Development,” in Worldwatch Institute, State of the World 2010: Transforming Cultures (Washington, DC: Island Press, 2010); Zohl de Ishtar, “Elders Passing Cultural Knowledge to Their Young Women,” Kapululangu Aboriginal Women Law and Culture Centre, December 9, 2012; Wendy Stueck, “Seabird Island Band’s Walks in Woods Aim to Pass Down Aboriginal Heritage,” Globe and Mail (Toronto), April 13, 2016; Jayalaxshmi Mistry and Andrea Berardi, “Bridging Indigenous and Scientific Knowledge,” Science 352, no. 6291 (June 10, 2016): 1,274–75; Ben Goldfarb, “Researchers Around the World Are Learning from Indigenous Communities. Here’s Why That’s a Good Thing,” Ensia, May 31, 2016; Nathalie Fernbach and Harriet Tatham, “Indigenous Knowledge and Western Science Unite to Save the Reef,” ABC News, June 2, 2016; Donald Huisingh, “New Challenges in Education for Sustainable Development,” Clean Technology and Environmental Policy 8, no. 15 (February 3–8, 2006); D’Vera Cohn and Jeffrey S. Passel, “A Record 60.6 Million Americans Live in Multigenerational Households,” Pew Research Center, August 11, 2016; International Longevity Centre Global Alliance, Global Perspectives on Multigenerational Households and Intergenerational Relations (London: International Longevity Centre–UK, March 2012); Sally Newman and Alan Hatton-Yeo, “Intergenerational Learning and the Contributions of Older People,” Ageing Horizons 8 (2008): 31–39; WHO, “WHO Global Network for Age-friendly Cities and Communities,” www.who.int/ageing/projects/age_friendly_cities_network/en/; Tiffany R. Jansen, “The Nursing Home That’s Also a Dorm,” CityLab.com, October 2, 2015; Lacy Cooke, “New Dutch Housing Model Lets Students Stay at a Senior Living Home for Free,” Inhabit, September 23, 2016; European Map of Intergenerational Learning website, www.emil-network.eu; Kyle Wiens, “Why Seniors Are the Heroes of the Fixer Movement,” iFixit.org, June 14, 2014; Martin Charter and Scott Keiller, Grassroots Innovation and the Circular Economy: A Global Survey of Repair Cafés and Hackerspaces (Surrey, U.K.: Centre for Sustainable Design, University for the Creative Arts, 2014); Repair Café, “About Repair Café,” https://repaircafe.org/en/about/; WHO, World Health Report: Research for Universal Health Coverage (Geneva: 2013); Donald Ropes, “Intergenerational Learning in Organizations: An Effective Way to Stimulate Older Employee Learning and Development,” Development and Learning in Organizations 28, no. 2 (2014): 7–9; Lisa Quast, “Reverse Mentoring: What It Is and Why It Is Beneficial,” Forbes, January 3, 2011; Jane Wakefield, “Technology in Schools: Future Changes in Classrooms,” BBC News, February 2, 2015.
Rights and permissions
Copyright information
© 2017 Worldwatch Institute
About this chapter
Cite this chapter
Maguire, H., McCloat, A. (2017). Home Economics Education: Preparation for a Sustainable and Healthy Future. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_14
Download citation
DOI: https://doi.org/10.5822/978-1-61091-843-5_14
Publisher Name: Island Press, Washington, DC
Print ISBN: 978-1-61091-873-2
Online ISBN: 978-1-61091-843-5
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)