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Program Equity and the Status of Technological Education: The Apologetic Nature of Technology Teachers

Author:

Ronald Hansen

The University of Western Ontario, CA
About Ronald

A Professor on the Faculty of Education at The University of Western Ontario, London, Ontario, Canada.

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Abstract

Equity issues are often a formalized part of teacher certification programs. Their relevance and importance, beyond underscoring the egalitarian mission of schools, is to sensitize teacher candidates to the many cultural, social, political, and economic concerns which are relevant to students' welfare and performance in schools. Seldom discussed, however, is the way that the subjects or programs in which students register are victimized or segregated as a result of a program being mis-represented or treated in a different way from other subject areas. This paper will examine differential treatment issues with respect to programs, particularly the importance and place of technology education in relation to liberal/humanist programs. Is there a subtle but significant bias among school and university educators that needs to be explored or exposed? Are technology programs and, by association, technology educators victims of a subtle but deeply entrenched set of anti-technology values and attitudes held by people, schools, and the community? If such sentiment exists, how universal is this viewpoint and what can be done about it?
How to Cite: Hansen, R. (1996). Program Equity and the Status of Technological Education: The Apologetic Nature of Technology Teachers. Journal of Technology Education, 7(2), 72–78. DOI: http://doi.org/10.21061/jte.v7i2.a.6
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Published on 22 Mar 1996.
Peer Reviewed

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