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Teacher perceptions of the contribution of Home Economics to sustainable development education: a cross‐cultural view
Author(s) -
Dewhurst Yvonne,
Pendergast Donna
Publication year - 2011
Publication title -
international journal of consumer studies
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.775
H-Index - 71
eISSN - 1470-6431
pISSN - 1470-6423
DOI - 10.1111/j.1470-6431.2011.01029.x
Subject(s) - curriculum , sustainable development , economics education , family and consumer science , education for sustainable development , perception , sociology , economic growth , pedagogy , political science , psychology , mathematics education , economics , primary education , neuroscience , law
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.