Teacher perceptions of `good practice' and equity in primary technology education

This paper discusses teacher understandings of the nature and relevance of technology and education to society in the context of a critical review of the U.K. literature concerned with `values' , and with gender and `race' equality. The paper also presents the findings of a survey, conducted in 1993, of British primary school teachers perceptions of what counts as `good practice' in design and technology education. Those areas in which they lack confidence or interest are especially identified. The paper suggests that in order to provide a technology education that is adequate, child-centred equality perspectives should permeate all design and technology contexts and not be marginalised in the limited terms of `girl friendly', `intermediate', `multi-cultural' or `third world' education