A Move Forward

1
A Move Forward

• From Technical to Critical Science
• a Rich History and Promising Future

2
Technical Science Approach

• Focus (Plihal, Laird, Rehm, 1999)
• How to questions of curriculum, individual and
  family problems
• Seeks to objectify and reduce human problems into
  manageable sections
• Find most efficient means of developing the
  technical skills to solve problems
• Teacher-centered classroom
• Students listen to lectures, memorize facts,
  master skills, take tests
• Approach involves teaching students expert ways
  to do household tasks instead of addressing
  questions of meaning and value
• Validity of knowledge only exists when proven by
  scientific research
• Using objective definitions, observation, and
  measurement
• Rejects validity of ALL approaches that cannot be
  reduced to technical scientific model, standards,
  and system of beliefs

3
Critical Theory Critical Science

• Critical Theory
• End result/ outcome of a process used to identify
  inconsistencies
• OutcomeImprovement of human life (Gentzler,
  1999)
• Critical Science
• Process, course of action taken by individuals,
  groups while examining present social structures
  (Carr Kemmis, 1986)
• A means to an end
• What knowledge is of most worth? Why? What ought
  to be?
• Seeks to prepare individuals, families to examine
  personal and social problems take reasoned and
  justifiable action (Plihal, Laird, Rehm, 1999)

4
Critical Science Approach

• Strength
• Approach recognizes need for integration of
  multiple types of knowledge in order to best
  serve individuals and families
• Process engaged in to get desired result
• Unites science for observation (evidence) and
  philosophy for analysis and criticism (reason)
  (Yoo, 1999)
• Resultimproved living conditions for human
  family
• Process of asking questions and finding answers
• Helps students learn to think, reason, reflect,
  and take action through study of recurring,
  practical problems
• Uniqueness comes from questions asked
• Content develops in response to questions asked

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5
Critical Science Approach

• Helps individuals gain
• Personal freedom from internal constraints such
  biases, lack of skill or point of view
• Social freedom from external constraints
• Oppression
• Exclusion
• Abuse of power relations
• Removing limitations of freedom and daily life
  involve the following processes
• Emancipation
• Liberation
• Empowerment
• Transformation
• Concerned with power relationselite oppressing
  others by controlling knowledge, access to power,
  meanings, daily practices
• Uncovering power imbalance involves finding out
  what is so what could be can be determined
  (Rehm, 1999)

McGregor, 2003
6
Language of Critique

• Self-reflection
• Figuring out why you are doing what you do in
  your daily life increases self-knowledge, leads
  to reframing of ideas and negative thoughts
• Social Critique
• Beliefs, attitudes, actions that contribute to
  subordination of most by a few (elite)

• Critical Consciousness
• Slow realization that people do have power to
  change things that keep them downincreased
  self-consciousness
• Problem Posing
• Through telling personal stories and reading
  othersgain of the skill to name problem develops

McGregor, 2003
7
Language of Possibility and Potential

• Reframe thinking in order to see the many
  possibilities or alternatives
• Achieved through personal voice
• By seeing the potential, a realization that voice
  can be heard in larger discussions of what
  society could be like

McGregor, 2003
8
Language of Action

• Dialogue
• Involves talking, listening, sharing, perspective
  taking, questioning, responding, reframing,
  adapting, suggesting, challenging
• Consensus Building
• Through dialogue, individuals can learn from
  opposing views, contradictions of personal view
• Leads to personal growth of imagination and
  multiple perspectives can be shared and
  assimilated
• Taking Collective Action
• Action that positive, cooperative, inclusive, and
  caring in nature
• Individuals worth, trust, and capabilities are
  nurtured (Rehm, 1999)

McGregor, 2003
9
Critical Science (Practical Problems) Initiative
in FCS

• 1976 Vocational Education Amendment
• Identified parenting, nutrition, and consumer
  education as required subjects for funded FCS
  programs
• Brown (1978) proposed different curriculum
  approach
• Revolutionized thinking about FCS curriculum
• Argued practical science curriculum rather than
  traditional technical orientation
• Practical approach would help students learn to
  think, reflect, and take action through study of
  perennial, practical family problems
• 1980s
• Movement lead to development of curriculum guides
  in Ohio, Wisconsin, Minnesota, and Idaho

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10
Research

• Valuable documents in establishing foundation for
  critical science in FCS
• Brown (1978) first proposed critical science
  perspective in FCS curriculum
• Brown Paolucci (1979) gave more comprehensive
  view for FCS
• Brown (1980) What is Home Economics Education?
• Redick (1995) developed chapter on
  process-oriented curriculum
• Including overview of development of FCS
  education, discussion of major curriculum,
  instructional issues in the field

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11
ASCD Curriculum Handbook Family and Consumer
SciencesAssociation for Supervision and
Curriculum Development. (1998). Family and
consumer sciences A chapter of the curriculum
handbook. Alexandria, VA Author.

• Published by Association of Supervision and
  Curriculum Development (ASCD)
• 1998, FCS professionals developed chapter which
  focused on the critical science perspective
• Designed to Help
• Administrators, state supervisors of FCS,
  principals, vocational directors adopt critical
  science approach to curriculum development
• Chapter Includes
• Historical foundations
• Forces shaping curricula
• Research that had impact of the profession
• Philosophies and theoretical base of critical
  science perspective
• Principles to guide practice

12
Teacher Education YearbookFedje, C.G.,
Johnson, J. (Eds.). (1999). Family and
consumer science curriculum Toward a critical
science approach. Peoria, IL Glencoe/McGraw
Hill.

• 1999 Yearbook centered on critical science
  approach to curriculum development
• Examines interconnection between theoretical
  concepts in critical science and practice of
  teaching and curriculum development
• Highlights states use of critical science
  approach in curriculum development

13
The Future

• Families continue to be confronted by perennial
  problems and issues
• Changing, diverse society requires
  methods/strategies to meet changing needs of
  families
• Critical science approach encourages teachers to
  plan content that helps students arrive at
  solutions to issues and problems facing the
  family
• Redick, et al. (1998) projected states would
  adopt critical science perspective as preferred
  curriculum approach

14
References

• Brown, M. M. (1978). A conceptual scheme and
  decision-rules for the selection and organization
  of home economics curriculum content. Madison,
  WI Home Economics Education, Department of
  Public Instruction.
• Brown, M. M. (1980). What is home economics
  education? Minneapolis University of Minnesota.
• Brown, M. M., Paolucci, B. (1979). Home
  economics A definition. Washington, DC American
  Home Economics Association.
• Finch, C., Crunkilton, J. (1979). Curriculum
  development in vocational and technical
  education. Needham Heights, MA Allyn Bacon.
• Glatthorn, A. A. (1995). Content of the
  curriculum. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Johnson, J., Fedje, C. G. (Eds.). (1999).
  Family and consumer sciences curriculum Toward a
  critical science approach. Peoria, IL
  Glencoe/McGraw Hill.
• Marsh, C. J., Willis, G. (1999). C\urriculum
  alternative approaches, ongoing issues. Columbus,
  OH. Prentice Hall.
• Redick, S. S. (1995). The family and consumer
  sciences curriculum. In A.A. Glatthorn (Ed.),
  Content of the Curriculum (pp. 123-153).
  Alexandria, VA Association for Supervision and
  Curriculum Development.
• Redick, S. S. et al. (1998). Family and consumer
  sciences curriculum guidelines. In Association
  for Supervision and Curriculum Development
  (Author), Association for supervision and
  curriculum development curriculum handbook (pp.
  1-120). Alexandria, VA Association for
  Supervision and Curriculum Development
  Curriculum.
• Thomas, R. (1998). Family and consumer sciences
  process-oriented curriculum An essay. In S.S.
  Redick et al. (1998). Family and consumer
  sciences curriculum guidelines (pp. 21-35).
  Alexandria, VA Association for Supervision and
  Curriculum Development Curriculum.