This paper seeks to explore the values of academic culture in the secondary teaching genre of food technology. Historically, education providers have displayed a traditional syllabus design and interpretation of the food technology industry. This paper argues that the NSW Food Technology Syllabi has largely been a re-badging of the former home economics/domestic science curriculum and warrants a new perspective. New societal values have influenced innovation in food products, from valuing indigenous bush harvest, links between naturopathy and food, and strengthening values that link eco-sustainability with synthetic foods. These new developments present a compelling case to rethink the future and content of food technology in schooling. It requires a new theoretical framework to accommodate the new understanding now evident in the subject matter as it now occurs “beyond the school gate” in the wider global economy. A key feature of this paper asserts that food technology education is overdue for a rethink that involves searching for a new coherent framework that can articulate both a core place for the study of values and a place for emerging knowledge with particular regard to innovation. The paper explores the merits of technacy and innovation theories that when combined, creates a powerful and unifying method for both affective and cognitive learning and assessment for guiding skill and practice.
Turner, A & Seemann, KW 2006, 'It’s time to study values at the core of food technology education', in H Middleton & M Pavlova (eds), Values in technology education: Proceedings of Learning for innovation in technology education: 4th biennial International Conference on Technology Education Research, Surfers Paradise, Qld., 7-9 December, Centre for Learning Research, Griffith University, Nathan, Qld., vol. 3, pp. 342-347. (vol. 1, pp. 180- 190, CDROM, ISBN: 978-1-921291-10-4)