A subject in search of a purpose: the evolving identity of design and technology education

Hardy, A ORCID: https://orcid.org/0000-0002-6970-1695, 2024. A subject in search of a purpose: the evolving identity of design and technology education. London: Edge Foundation.

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Abstract

The story of design and technology (D&T) education in England is one of continuous adaptation, reflecting broader societal, economic and technological changes. From its roots in early technical, manual and domestic education to its current role preparing all students to design and respond to a changing technological society, D&T has undergone significant transformations.

The evolution of D&T mirrors broader educational debates: the balance between vocational and general education, the challenge of defining 'technology' in an educational context, and the struggle for status within the curriculum. It also reflects societal shifts, from the gender-specific nature of early education to today's push for a more inclusive approach

Dr Alison Hardy's contribution to Edge's 'Learning from the Past' series offers a comprehensive analysis of D&T's journey from its early 20th-century roots to its current position in the National Curriculum. Through examination of policy documents, curriculum changes, and societal shifts, this report highlights the persistent tensions that have shaped D&T education

With the announcement of a Curriculum and Assessment review in England, understanding D&T's historical context becomes crucial. This report provides insights for policymakers, educators, and industry leaders, offering lessons from past successes and challenges.

Item Type:	Research report for external body
Description:	Commissioning body: Edge Foundation
Creators:	Hardy, A.
Publisher:	Edge Foundation
Place of Publication:	London
Date:	17 October 2024
Identifiers:	Number Type 2360181 Other
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Jonathan Gallacher
Date Added:	28 Jan 2025 14:14
Last Modified:	28 Jan 2025 14:14
URI:	https://irep.ntu.ac.uk/id/eprint/52935

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