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      Stirring the Pot: Towards a Critical Social and Ecological Justice Pedagogy of Home Economics

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      DUPUIS-THESIS-2020.pdf (1.395Mb)
      Date
      2020-07-20
      Author
      Dupuis, Jocelyn M.
      ORCID
      0000-0002-8980-638X
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      Home economics seeks to improve the well-being of individuals, families, and communities. Having evolved to meet the changing needs of society, home economics internationally and nationally has shifted to address issues of sustainability. The extent to which this is true of Saskatchewan home economists is questionable. Climate change is the most pressing issue facing the citizens of today because human industrial processes are threatening the extinction of civilization, most species, and the planet itself (Bush & Lemmen, 2019; Foster, 2010; International Governmental Panel on Climate Change, 2019; United Nations, 2019; World Health Organization, 2016, and 2019). Environmental threats become issues of social justice when climate risks threaten the well-being of members of society: particularly the most vulnerable. Home economics can contribute to improving the well-being of individuals, families, and communities by developing students as engaged citizens who can critically analyse the status quo and bring about positive change through social and political action. Using historical analysis through a critical feminist lens, a theoretical framework for a critical social and ecological pedagogy of home economics is established. Building on Smith’s (2017a) home economics pedagogical braid model, the work of Kumashiro’s (2015) anti-oppressive education, Westheimer’s (2015) citizenship education, and eco-justice models from Bowers (2002), and Edmundson and Martusewicz (2013), I illuminate one such pathway to help home economics education reach its full potential to improve the well-being of individuals, families, and communities. A critical social and ecological pedagogy of home economics requires provincial curricula renewal that includes the participation of home economics specialists grounded in current home economics research. Higher order thinking outcomes based on Bloom’s Taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956) are needed in updated provincial curricula. This research recommends that careful thought must be given to ensure critical social and ecological pedagogies of home economics are employed to revitalize the home economics certificate program at the University of Saskatchewan. The voices of home economists should be heard in places where decisions are made about home economics and must be advocated for by provincial home economics professional associations to ensure the continued legacy of home economics in the province.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Foundations
      Program
      Educational Foundations
      Supervisor
      Miller, Dianne
      Committee
      Lemisko, Lynn; Orlowski, Paul; Renwick, Kerry; Murphy, Shaun
      Copyright Date
      June 2020
      URI
      http://hdl.handle.net/10388/12932
      Subject
      Home Economics
      Critical Pedagogy
      Anti-Oppresive Education
      Citizenship Education
      Eco-justice Education
      Feminist Lens
      Historical Analysis
      College of Home Economics
      Social Justice
      Ecological Justice
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      • Graduate Theses and Dissertations
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