Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
WHAT ARE DESIGN AND TECHNOLOGY FOR?
Southee, Darren
Type:
Year:
2015
Editor:
Guy Bingham, Darren Southee, John McCardle, Ahmed Kovacevic, Erik Bohemia, Brian Parkinson
Author:
Series:
E&PDE
Institution:
Loughborough Design School, Loughborough University
Section:
Design Teaching Methods
Page(s):
363-368
ISBN:
978-1-904670-62-9
Abstract:
In 2011, a report by the Expert Panel for the National Curriculum review in the UK stated, “Despite
their importance in balanced educational provision, we are not entirely persuaded of claims that design
and technology (D&T), information and communication technology (ICT) and citizenship have
sufficient disciplinary coherence to be stated as discrete and separate National Curriculum (NC)
‘subjects’”. D&T moved from a statutory NC subject to a compulsory one and became part of the
‘Basic Curriculum’ (with schools free to determine, “appropriate specific content.”). It is now 2014
and the ramifications of this reclassification of D&T have impacted upon D&T-linked curriculum in
Higher Education. This paper questions the stated perceived lack of coherence in “D&T” as a subject
in Secondary Schools, proposes a possible pathway to understanding a framework for D&T
curriculum in Schools and suggests how some of the excellent Higher Education D&T practices and
outcomes might be maintained and improved upon if such issues were addressed appropriately. At an
absolute minimum, Collini proposes, the modern University might be said to possess at least four
characteristics: Provide some form of post-secondary education (more than professional training);
further some form of advanced scholarship or research not solely dedicated to solving immediate
practical problems; these activities are pursued in more than one single discipline; that it enjoys some
form of institutional autonomy as far as intellectual activities are concerned [1]. Before defining D&T
as a non-subject, consideration must be given to the excellent tradition of D&T in HE
their importance in balanced educational provision, we are not entirely persuaded of claims that design
and technology (D&T), information and communication technology (ICT) and citizenship have
sufficient disciplinary coherence to be stated as discrete and separate National Curriculum (NC)
‘subjects’”. D&T moved from a statutory NC subject to a compulsory one and became part of the
‘Basic Curriculum’ (with schools free to determine, “appropriate specific content.”). It is now 2014
and the ramifications of this reclassification of D&T have impacted upon D&T-linked curriculum in
Higher Education. This paper questions the stated perceived lack of coherence in “D&T” as a subject
in Secondary Schools, proposes a possible pathway to understanding a framework for D&T
curriculum in Schools and suggests how some of the excellent Higher Education D&T practices and
outcomes might be maintained and improved upon if such issues were addressed appropriately. At an
absolute minimum, Collini proposes, the modern University might be said to possess at least four
characteristics: Provide some form of post-secondary education (more than professional training);
further some form of advanced scholarship or research not solely dedicated to solving immediate
practical problems; these activities are pursued in more than one single discipline; that it enjoys some
form of institutional autonomy as far as intellectual activities are concerned [1]. Before defining D&T
as a non-subject, consideration must be given to the excellent tradition of D&T in HE
Keywords:
