ERIC Number: ED282994
Record Type: RIE
Publication Date: 1987-Apr-21
Industrial Arts Reform: Trapped in a Technocratic Ideology. (Limitations Imposed by Ideology While Reconceptualizing Industrial Arts Curriculum).
Zuga, Karen F.
The influence of a technocratic ideology in industrial arts education was examined through a critical study of a curriculum revision project. Qualitative methods of investigation were used to analyze and critique the curriculum revision process and product. Primary emphasis was on the curriculum meetings held to discuss and plan changes in industrial arts education. Transcribed comments of participants and information gathered through interviews, documents, and field notes were categorized. The study became focused on the influences of the predominant ideology, and categories that were created were compared with the aspects of technocratic ideology. Constructs of technocratic ideology as defined by Bowers--mechanisticity, reproducibility, measurability, componentiality, problem-solving inventiveness, and self-anonymization--were related to results of the curriculum revision. The teachers' technical background and mode of operating combined with the rational curriculum revision had an influence on the curriculum revision--an influence that may emanate from a technocratic ideology with roots in the history of industrial arts education. Detrimental effects of technocratic ideology upon curriculum reconceptualization in industrial arts were identified: simplification of the subject, potential student alienation, and the reproduction of unequal class structures. The question of the ability to influence or change the ideological framework of teachers was raised. (YLB)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 21, 1987).