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Abstract

Technology educators have distanced themselves from industrial arts practitioners with fashionable messages that deny the usefulness of a handicrafts-based curriculum in today's push for technological literacy. At this time in the evolution of the field, it may be useful to briefly discuss the as- sumptions that once fashioned an alliance between industrial education and handicraft labor. Students might derive a greater understanding of the importance of this connection in project assignments which use the handtools of our artisan heritage, a pedagogical process called “doing” craft.