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Paulinus Okwelle, NNODIM A. U(2005). MALE STUDENTS PERCEPTIONS OF HOME ECONOMICS AS A VOCATI9NAL SUBJECT OFFERED IN SECONDARY SCHOOLS
PAULINUS OKWELLE
The Aging Male
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Home Economics education in time of schooling
Kerry Renwick
At present anything that does not explicitly contribute to workplaces or cater to the bottom line has little value. However, there is an abject failure to recognise how families both contribute to workplace performance, and carry the burden of cuts to social services and the redistribution of public money to private enterprises. ‘Thus we reach the ordinary notion of education: the notion which ignores its social necessity and its identity with all human association that affects conscious life’ (Dewey 2004, p. 9). This article therefore explores the relevance of home economics in the face of school change in neoliberal times. Drawing on Aristotle’s principles of a ‘life well lived’ and the ‘common good’ the article considers how home economics education provides possibility for students to develop practical wisdom. There is consideration of the aims of the International Federation for Home Economics (IFHE) and McGregor’s (2010a) unique contributions to home economics to demonstrate the relevance and need for the subject in spite of its relocation to curriculum sidelines. As a curriculum area that is well able to build practical wisdom it seems out of step with contemporary positions on the purposes of schooling. However, Schwartz and Sharpe (2010) argue that the silence that surrounds any discussion about practice-orientated subjects including home economics is disempowering, both for home economics as a profession and for students who do not have any opportunity to engage with practice and build a capacity for wise judgment. Further, we are seen to be unable to perceive or act against the very circumstances that divert the need for practical wisdom.
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Home Economics
Prakash Srinivasan
IQAC, Thiagarajar College of Preceptors, Madurai, 2020
Introduction of Home Economics Curriculum to Middle School students.
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Impact of home economics laboratory in teaching and learning food and nutrition
Desmond Chuks
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A World Survey of Home Economics Education in a Co-Educational Curriculum
Harumi Kimura
Journal of Consumer Studies and Home Economics, 1983
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Modern Aspects of Home Economics Education and Slovenia
CEPS Journal
CEPS Journal, 2021
Home economics operates in the academic, curriculum and social realms, as well as in everyday life. Due to its multidisciplinarity, it includes and interconnects the contents of different disciplines (e.g., healthy lifestyle, nutrition, dietetics, textiles, home, family, consumption, personal and family economics, design and technology), which are considered in terms of meeting the needs of the individual, family, and society. Home economics education and literacy play an important role in acquiring knowledge and skills that help raise the quality of life of the individual, family, and society. With the development of society, the needs of both the individual and the family are changing; therefore, changes are also needed in home economics education, which is reflected in the updating of the subject curricula. The goals and contents in the curriculum must reflect and meet the needs of the current society and take into account the cultural dependence and social determinism of the home economics field. To a certain extent, the current curriculum of the subject home economics in Slovene elementary schools already includes some content areas that have been recognised as important for meeting the needs of society. These relate to healthy lifestyle, nutrition, health, textiles, consumption, economics, family, environment and sustainable development. Given the perceived needs of society, the use of household appliances, home contents, and first aid should be additionally included in home economics education in Slovenia, and students should be encouraged to develop social and communication skills. It is also necessary to consider the appropriate placement of the subject in the curriculum, as it is necessary to implement home economics education in the entire elementary school education. Doing so will enable the acquisition of knowledge and skills needed in society and, therefore, the appropriate level of home economics literacy of the individual.
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The Development of Home Economics as a Field of Knowledge and its Contribution to the Education and Social Status of Women
Karen Egedal Andreasen
Nordic Journal of Educational History
Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and pre...
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THE_PERSPECTIVE_OF_HOME_ECONOMICS_LEARNERS_TO_THEIR_LABORATORY ROOM
Pauline Casile Bordon
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HOME ECONOMICS EDUCATION: A RErIEW OF THE LITERATURE ON THE IMPACT OF A DECADE OF CHANGE
S Olson
2007
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Home Economics Education: Its Challenges and Contribution to National Development
Rosemary Piate
2016
The study investigated the challenges faced in Home Economics Education and the roles of Home Economics Education in the national development. The population of this study comprised all the people of Akwa Ibom State. The study adopted Expost-Facto research design, while stratified random sampling technique was used in selecting the respondents. The instrument for data collection which was tagged “Challenges and Roles of Home Economics Education to the National Development Questionnaire (CRHEENDQ) was administered to the respondents and used for the study. The instrument was vetted by experts in statistics, test and measurement before the reliability test was conducted with 30 respondents which produced the reliability coefficient of 0.77, proving the instrument to be reliable for the study. Data collected were analysed using mean statistics and Pearson Product Moment Correlation Analysis. From the results of the data analysis, it was observed that there are various challenges facing...
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