Teacher perceptions of the contribution of Home Economics to sustainable development education

a cross-cultural view

Research output: Contribution to journalArticle

7 Citations (Scopus)

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

Fingerprint

Conservation of Natural Resources
Economics
Education
Curriculum
Malta
Scotland
Canada
Sustainable development
Research Personnel
Students
Research

Keywords

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

Cite this

@article{45ae2f1b86f64a1f98bf4f5e5f9935ef,
title = "Teacher perceptions of the contribution of Home Economics to sustainable development education: a cross-cultural view",
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.",
keywords = "cross-cultural, curriculum, home economics, sustainable education",
author = "Dewhurst, {Yvonne Anne Neilson} and Donna Pendergast",
year = "2011",
month = "9",
doi = "10.1111/j.1470-6431.2011.01029.x",
language = "English",
volume = "35",
pages = "569--577",
journal = "International Journal of Consumer Studies",
issn = "1470-6423",
publisher = "Blackwell Science",
number = "5",

}

TY - JOUR

T1 - Teacher perceptions of the contribution of Home Economics to sustainable development education

T2 - a cross-cultural view

AU - Dewhurst, Yvonne Anne Neilson

AU - Pendergast, Donna

PY - 2011/9

Y1 - 2011/9

N2 - 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.

AB - 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.

KW - cross-cultural

KW - curriculum

KW - home economics

KW - sustainable education

U2 - 10.1111/j.1470-6431.2011.01029.x

DO - 10.1111/j.1470-6431.2011.01029.x

M3 - Article

VL - 35

SP - 569

EP - 577

JO - International Journal of Consumer Studies

JF - International Journal of Consumer Studies

SN - 1470-6423

IS - 5

ER -