Teacher perceptions of the contribution of Home Economics to sustainable development education: a cross-cultural view

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Abstract

This paper reports on the contribution of Home Economics to sustainable development education as part of the school curriculum for students aged 11–18 years in a number of cultural contexts. A survey was used to collect data from Home Economics teachers in Australia, Canada, Malta and Scotland to better understand the similarities and differences of Home Economics curriculum in these contexts, as it contributes to sustainable development education. The data reveal that the teachers in the study considered sustainable development to be an important issue, and the formal Home Economics curricula made
significant contributions to the education of this topic. It is noted, however, that the field of sustainable development education has neglected studies of Home Economics education and its teachers’ perceptions about sustainable development education, and this is reinforced by a lack of research generated from the Home Economics field. The researchers argue that this is an inhibiting factor affecting the capacity of schools to achieve sustainable development goals.
Original languageEnglish
Pages (from-to)569-577
Number of pages9
JournalInternational Journal of Consumer Studies
Volume35
Issue number5
Early online date10 Aug 2011
DOIs
Publication statusPublished - Sep 2011

Keywords

  • cross-cultural
  • curriculum
  • home economics
  • sustainable education

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