Green Paper or Green Light: The Design Teacher's Response

W. A. Davison
1978, Vol. 11, No. 1,

Abstract


In what ways might teachers of craft and design be supported in any attempts to contribute to a response, assuming that such is desirable, to the call to ensure that children be 'equipped with a basic understanding - of the industrial activities, especially manufacturing, which create our national wealth'? It is, in the context of British schools, a novel idea for teachers to be charged in this way with such an apparently specific task as that implied in this phrase taken from the recent green paper! and, without careful analysis, it might suggest that curriculum planners should sit firmly in the utilitarian/vocational training camp. Quite apart from considerations of what is meant by 'manufacturing', how do we justify inclusion, within the context of time schedule for craft and design, those experiences designed to meet what we judge to be intended by the green paper statement? What sorts of experiences would these be? Could they be incorporated readily into the repertoire of craft teachers, would they require collaboration with colleagues in related areas of study, if relationships can be identified and agreed upon, and what sorts of adjustments and reorientations would be required from all concerned, including or perhaps more appropriately especially, the pupils? That is if something new is intended.

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