Archive for the ‘Opinion Paper’ Category

This blog is in response to a recent article which declared that Hugh Acheson (another high profile TV and media chef in a long line of high profile TV and media chefs who are not Home Economists) is planning to remake Home Economics curriculum in the United States. Read original article via this link. I read this article and all the ideas are fantastic! I do not see fault in Hugh’s ideas:

“We’re sort of redoing the whole curriculum to give kids the life skills so that in their 20s, they actually know how to poach an egg, or make some jam, or make a chutney, or make some pickles, just bare-bones cooking necessities that people seem to have forgotten how to do”.

Speaking as a trained high school home economics teacher, isn’t this what home economics is already about? Which led me to question the reason why Hugh decided to do this “all new” not-for-profit home economics curriculum makeover:

“Acheson noticed the need for a reassessment and redesign of what’s going on in home ec classrooms when his daughter came home from school after learning to cook red velvet cupcakes from a box and croissants wrapped in bacon from a tube.”

Ok – so I will side with his daughter’s home economics teacher for a moment and ask:

  • Was the lesson about reading instructions?
  • Was the lesson about grossness (aka critical evaluations) of packet mixes?
  • A lesson on the differences between raising agents?
  • Was the teacher having a rare fun food day?
  • Was the teacher a trained home economics teacher?
  • Did the school purchasing officer stuff up the ordering of raw ingredients?
  • Was it a lesson on kitchen utensils and ovens and the content of the product didn’t matter?
  • Maybe there was not enough money in the school’s bank accounts to buy organic and/or local ingredients?
  • Perhaps Hugh’s daughter just wanted to make Red Velvet Cup Cakes because her friends all say they are amazing?

I am Australian and thank goodness I have never heard of “croissants wrapped in bacon from a tube” but perhaps his daughter’s home economics class was learning about the French Revolution? I would revolt too if a croissant came in a tube!

All these questions relating to the teacher’s possible motives, led me to also question Hugh’s qualifications. Does Hugh’s media personality/chef status make him a qualified home economics teacher? Short answer is no. Is Hugh an education expert with a 4 year teaching degree? Does Hugh have a four or five year developmentally appropriate curriculum plan which teaches “the basics” where each skill mastered becomes more complex in the next course unit? Believe me – it is a very tricky thing to make curriculum developmentally appropriate, aligned with cross-curriculum priorities, and assessment, and still teach young human beings how to become responsible adult human beings! Canada’s and much of FACS (USA) existing home economics curriculum is actually pretty amazing! The aim of home economics is to empower students so that by the end of the 4 or 5 years of study, the student is not only a confident person in the kitchen but can also make ethical, aware and sustainable decisions for themselves and others. I have written else where about the benefits of the whole home economics curriculum.

I also started to wonder, did Hugh speak with his daughter’s home economics teacher? Did Hugh offer his daughter’s teacher his expertise to enhance his daughter’s and her classmates educational experience? Has Hugh spoken with the local or national home economics associations? The IFHE? Me?

On several occasions I have urged home economists to look at their lesson and curriculum plans because THIS ARTICLE is the reason we get a bad reputation. Hugh believes that home economics needs a makeover… hasn’t this already been done in each and every school who offers home economics? If not, then this is just embarrassing for the rest of us who fight so hard to uphold the integrity and academic rigor of home economics.

Again, I urge all home economists to work with parents and your local communities to ensure that they are aware of what and why you do what you do with students… do not allow negative perceptions or public opinion to drive the profession. We must take back control of our subject and re-educate parents and the public about what we do in our schools. What a wealth of knowledge Hugh would have been to his daughter’s school. Alternatively, if the teacher invited him in… would he have been too busy? Working with parents and building relationships is really important for 21st century home economics. “Rethinking” home economics means looking outside the four walls of your classrooms. If you are unsure how to proceed with change – ASK FOR HELP! A wealth of knowledge and experience is usually only a phone call, an email away, or one of your own students might hold a key to a new doorway.

In the meantime, I would love to hear from Hugh about his plans!


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Why is research, publications and a strong online presence important for keeping home economics thriving? 


I entered the home economics profession as a pre-service teacher in 2005. My many undergraduate assignments required that I search for literature that specifically related to home economics. Recent (within 5 years) and original home economics research articles were surprisingly difficult to find. I could see a void in the research literature and I wanted to play my part to fill this gap. For 10 years (bachelor degree, masters and doctorate = 10 years of study), I have pursued an academic career… but this path has not been without criticism.

One seasoned home economics teacher said to me “becoming an academic is a ridiculous decision – we don’t have enough teachers as it is”. My return argument was that without evidence-based research, we can’t influence policy, get funding and train more teachers.

My reason for becoming an academic: to influence policy makers and public opinion about the benefits of home economics.

My driving passion: home economics and the health and wellbeing of humanity and our Earth home.

My method: showcase evidence-based research that demonstrates the extraordinary work that home economists do on a daily basis.

My challenges: lots. You might say “yeah, yeah, we know we are awesome” but OTHER people don’t really seem to “get” what we do. Why? Because of a general lack of published research within home economics spaces and places; deficiencies in our collective online presence.

What can we do to fix this situation?

Keywords and hashtags: “Home Economics”, #HomeEconomics

There is plenty of online literature and print material in libraries about textiles, food and nutrition, consumerism, families and households (as examples) but very little with “home economics” as a keyword or mention “home economics” in the abstract. Without “home economics” specifically identified in the keywords or abstracts, database searches do not pick up the articles. Valuable home economics knowledge is being lost or buried. The development of “Google search” has made life a little easier – but still – there isn’t much scholarly information on the inter-webs with free and easy access for students, home economists or the general public.

If you call home economics by another name… use the “home economics” keyword to bring all knowledge and research under one banner. For example, Family & Consumer Science (aka FACS) in the United States does some amazing work – but when I was an Australian undergraduate – I didn’t even know FACS existed – therefore, I didn’t know I had such a wealth of knowledge and research available to me. The name “home economics” is used in more countries around the world than any other name you care to give it.  Think Bigger! We are a globalised world now. If we don’t share our information – we loose.

Publish, publish, publish or perish

Unfortunately, the old adage of “publish or perish” is a reality. If we don’t publish, the profession won’t thrive.  Without the evidence that our profession makes a real and sustained positive difference to peoples’ lives, we won’t get funding, media recognition, favourable government policies or a prominent place in the curriculum… the list of negative impacts is endless. A different seasoned home economist once said at a public event “oh, don’t worry, home economics will always be around in some form or another“. I couldn’t believe what I was hearing! From my heart – survival isn’t enough – thriving is what we should all be aiming for! Therefore, publishing research is vital. I encourage home economists to publish their research far and wide. Again – think BIG and outside the square. Can you publish something in the International Journal for Home Economics or choose a journal or newsletter on the other side of the world from you?

What to publish?

Our ‘intellectual ecology’ is of vital importance (Green, 2001). Published research that specifically relates to home economics is rare. A collaborative effort will change this status quo. All teachers are researchers… but you may not realise it. So what can you publish?

  • Share insights:
    • philosophies, projects, learning outcomes. Classroom projects that you might think are boring – someone else might think are amazing – your teaching is worth more to others than you think. Classroom projects are research in action. Projects that engage the community also have a significant impact factor. The unique way you think and do things is important to record and share!
  • Share knowledge:
    • theories, action research, methodologies, literature reviews, book reviews, reviews of new technologies.
  • Share research:
    • journals, trade publications, write a book, blog, write a media release.

I see many home economics teachers on Facebook and Twitter asking for info, lesson plans, helpful tips – the range of topics is huge! If you don’t participate in the conversation – we loose.

Help a mate out! (yep – I’m Australian). Communication and collaboration is really important – especially for our colleagues in the rural and remote places of the world. Don’t keep the information to yourself. Share it.

Where to go for help?

Seek out a home economics academic with a similar interest to you! We are your friends. Among our many research, service and teaching roles – we also write publications for a living. Sorry (not sorry) for dobbing all you academics in! In addition, you can seek the assistance of your local home economics association. They will help to publish stuff. I often hear editors screaming for more work to publish in their journals and newsletters. Get on-board!

What content?

People will always find time to write about the things they are most passionate… hence why I persist with writing articles about home economics.

Is home economics your driving passion? Yes! Then write about it!

For this reason, what content you put in an article will also depend on your passions and audience. Different publications require different structures and content. Here are a few examples to help.

Formal Communication: Academic journals

  • Specific word limits, usually between 3,000 and 5,000 words.
  • Abstract – abstracts usually contain about 5 sentences and goes a little like… “so what, so what, so what, so what, dead puppies” in 200 words or less.
  • Introduction/significance – why is this article important? who will it benefit? why will they benefit? what does this article contain?
  • Literature review – what has already been done/said about our topic?
  • Method – the who, what, when, where, how of the project.
  • Results/findings – pick the top 4 or 5 most important things you learnt from the project and report on them only – don’t get side-tracked!
  • Discussion/implications/recommendations/limitations – what we learnt from the project, is this consistent or inconsistent with the literature? What would we do differently next time? We need more money and resources to do this again, properly and on a bigger scale (with more people).
  • Conclusion – Home Economics is A.M.A.Z.I.N.G (or not) – we must contain our biases (or not)!
  • Reference list

Informal Communication: Media Releases / Newsletters / Blogs

  • WHO – The home economics teachers at Awesome College identified that students needed to…
  • WHAT – In home economics class we did a project on…
  • WHEN – For 5 weeks in first term we…
  • WHERE – In our local community we…
  • HOW – The method we used was…
  • WHY – It was really important in our community that we addressed…
  • OUTCOME – We were really surprised at the success because…
  • INSIGHTS – We are doing it again next year, but this time we will change…

Can’t think of where to start? Check out this phrase bank.

Maintain an online presence

Having and maintaining a presence online is important – the next generation are watching!!! HomeEcConnect is waiting for you! Come join the conversation on Facebook or Twitter.

Make time

In reality, none us have enough time… we are all very busy… I get that. Home economists are truly busy people. They start work very early in the morning cleaning out and restocking fridges and we finish very late at night cleaning up after a big day. We work under pressures, constraints and conditions that many other curriculum subjects don’t have to endure. BUT we do our work because we love our subject and we are passionate about ensuring positive outcomes for our students, their families and our communities. So, ask a busy person, they will do the work. I’m asking you to make time. Don’t hate me!!! I really really am on your side, by your side, behind you and in front! Teamwork makes it easier. Share.

Contribute to our common goal

As home economists one of our common goals is to ‘achieve optimal and sustainable living for individuals, families and communities’ (International Federation for Home Economics, 2009). Without an evidence-base to back up our home economics conversations, the conversations are ineffectual. This blog has been about the importance of publishing research. So often, research isn’t reported. This is a tragedy. A lack of published research may be part of the reason the home economics profession has struggled for legitimacy and recognition as a mainstream profession for so long.  Let’s change this.

Home economists educate about the purpose, function, purchasing and availability of food. We provide skills for creating and repairing clothes and textile items. We teach about responsible, ethical fashion and product consumption. We assist with building strong and sustainable relationships with families, peer groups, communities, businesses, industry and political agencies. We have empowered and inspired many thousands of girls, boys, men and women, families and communities who have successfully created happy and healthy environments of their own. Rather than the mere ‘survival’ of home economics – it is time for us to thrive. Help us create sustainable futures for all. Send out more positive messages and evidence based-research about home economics and publish publish publish!

Easy as!

My work is very serious and I take myself very seriously… but sometimes humour is the only way to stay sane.

Keeping home economics alive and thriving
Dr Jay R. Deagon PhD

These views and opinions are my own.


Green, K. (2001). Our Intellectual Ecology: A treatise on Home Economics. Journal of Family and Consumer Sciences, 93(3).

International Federation for Home Economics. (2008). Home Economics in the 21st century: position statement. Retrieved from http://www.ifhe.org/

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I am also totally against kids menus, and they seem to be the same all over the world! Chicken nuggets, chips, pizza, or spaghetti! – what is with that?? My son always chooses from the adult menu, unfortunately, my husband would prefer to choose from the kids menu… Extending a child’s palate beyond the “norm” is essential education and is the collaborative responsibility of parents, restaurants and home economics professionals. We have to question who chose those “norms” for our kids and why do we keep going back to this mundane, unhealthy, boring menu selection? Time for real change. Next time you eat out – make sure you say something to the owners of the restaurant. After all, they provide your family with what THEY think YOU want… tell them otherwise!

The Malteaser~Suzanne Piscopo's Blog


So let me be bold and say it: YES I am TOTALLY AGAINST KIDS MENUS as they are currently presented in the majority of restaurants. The usual triad of chicken nuggets and fries, cheese and tomato pizza and tortellini is sad. Sad, because at a restaurant we have a wonderful opportunity for children to taste new foods, to sample familiar foods presented differently, and to enjoy eating food in a social environment which may be more conducive to exploration and discovery. I applaud parents who ignore the typical Kids Menu and get half portions or sharing portions from the regular ‘adult’ menu for their kids. I applaud restaurants who offer this option and have no Kids Menu! I appreciate that parents often resort by default to the Kids Menu in the name of meal tranquillity, getting some food into their kids’ bellies and avoidance of food waste, but what a…

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Opinion written by Dr Jay Deagon PhD, 18 October 2014.

A recent article in the Australian reported outcomes of the review of the Australian Curriculum. In that opinion article it was stated “many people seem to have been surprised at the mention of spirituality in the review report. Some people seem to think that the reviewers have made this up.”  The word ‘spiritual’ is not just made up and has an important role to play in curriculum. In a recent study, I reviewed the Melbourne Declaration and also a decade worth of historical Queensland syllabus documents. The study found that “the spiritual dimension of life” to be a key rationale for education. There were also a number of competing and complementary discourses located in the texts. For example, Indigenous perspectives, equity considerations, social justice, and active local and global citizenship were embedded with spiritual ideals and values – ideals that did not necessarily derive from religious perspectives. My study found that spiritual discourses fell into three categories:

  1. spirituality as a socially constructed, publicly expressed and communally validated concept – i.e. meaning is localised;
  2. spirituality as an aspect of whole child development; and
  3. spirituality as an integral part of overall health and wellbeing.

When approached from a balanced, cross-cultural perspective, spirituality is about providing opportunities for students to explore connectedness with self, others, the environment and natural world, and understanding the place of humans in the larger scheme of life on Earth and beyond. Spirituality is about “being-in-the-world”. Isn’t that what “education” is about? We teach people to be human beings – not recontextualised packets of unrelated subject material. Spirituality can play out in education as service to others; studies of philosophy and critical thinking; personal reflections and mindfulness; moral and ethical consumer studies; acting upon inequity and poverty issues identified in local and global environments; school based kitchen gardens; (re)connectedness with our food system; sustainable relationships; and so forth… If approached from a position of relevance to the students and families in the local community, are “hands-on” in their approach, and provide opportunities for an awakening of global consciousnesses, these types of activities in school contexts can contribute in a positive ways to spiritual health and wellbeing. For these reasons, spirituality is more than a nominal goal of education within Australian curriculum.

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Critial Thinking CatIf someone told you every day “you are a fat idiot” – you would start to believe them – even if it wasn’t true. If someone told you every day “you can do anything and have everything you always wanted” – you would start to believe them – even if it wasn’t true. Advertising has altered our expectations of what life is really about. Advertising is a complex problem. For many years advertisers have filled our heads and hearts with unreasonable expectations. They use fear and/or guilt to build a “need” for a product. Home economists, health educators, food security experts and sustainable practice advocates are desperately trying to undo unrealistic “need” perceptions. Not an easy task when some people have lost the use of their natural inbuilt “bullshit detectors” (aka critical thinking skills).

As a result of advertising (and I’m not just solely blaming advertisers, as I said, this is a really complex problem with many contributing factors and stakeholders), I believe, many people have lost touch with the difference between ‘wants’ and ‘needs’. The difference between wants and needs have become a distorted. I need love, companionship, clean air and water, food, shelter, safety and security… Most of the ‘things’ we see in advertising are ‘wants’. I do not need a new mobile phone every 3 months, new shoes just because someone says my old ones are out of fashion, out of season fruit, imported cheese from France – they are wants.

Time to refocus on the concept of enough. Can I survive happily if my basic needs are met? All things considered, if I have a safe and loving home, the skills to provide/prepare fresh food for myself and my family, an alert and educated mind, peace and hope in my heart, and clothes on my body – do I have enough? Home economics education helps individuals and families to develop critical thinking skills to counteract the negative, unrealistic and unsustainable effects of advertising. Home economics is a curriculum subject which helps people identify their own “enough” and provides the hands-on skills to achieve or acquire their own basic needs. It is time to nurture a global spiritual consciousness and get real about what life is all about. What starts in the home radiates out into the world. I have hope that we can re-learn the difference between wants and needs. Home economics is a key to re-education about the meaning of enough.

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I listened. I cringed. I celebrated. I am talking about a recent radio interview on Radio Boston called “Home Ec For All” with Ruth Graham, author of Bring back home ec! The case for a revival of the most retro class in school.

In her interview, Ruth was articulate and intelligent about the history of home economics. She did an excellent job representing home economics and had done her homework. I also applaud Alice Lichtenstein’s essential work in the original article “Bring Back Home Economics” written in 2010. But, it would have been nice to hear from a Home Economist. I did love that the husband of a retired home economics teacher phoned in to bat on her behalf.

An interesting point was raised about processed foods being introduced into home economics classes in the 1950s and 60s. The theory and level of technical skill required to make bread and white sauce is still essential knowledge. Making bread and sauces are “the basics”. With this knowledge you can expand your repertoire and make lots of other things! I’m sure that Escoffier would have agreed with me. Assembling pre-packaged foods is not what home economics is about.

Contemporary home economics allows students to re-connect with the food system. In addition to lifestyle diseases, food security is also a serious issue. Home economics can provide students with opportunities to learn self-awareness; responsible consumer actions; basic life skills; service to others; and environmental sustainability. When home economics is given the opportunity to do what it is intended to do, this learning takes place. The role of home economics education as an agent for social change is a very important conversation to be having right now. However, we need an increase in public awareness about the plight of many home economics departments around the world. Closures and cut-backs are not acceptable.

In light of the above, what follows is my commentary on some current issues surrounding home economics. This commentary is my personal opinion and is informed by 4 years studying public conversations about home economics on the Internet, and forms a small aspect of my doctoral study.

Home Economics “Movement” in the 21st Century

What is a “movement”? My unofficial definition is a movement is called a movement because people take action. Let me give you an example of a “movement”. Amongst other things, the Romantic Movement (circa. 1770-1850) was thought to be a reaction to industrialisation. People lived and worked in horrendous conditions for the benefit of the ruling classes. Romanticism is also associated with The French Revolution (circa. 1789–1799). “The People” of France broke away from the ruling classes in a bloodied battle – and won democracy. That revolution was an act of desperation and reaction to oppression and hunger. Do not underestimate what people will do when they are hungry and angry. “The People” were not only fighting for equal distribution of food, resources and services but also art, science, intellectualism, individualism, and freedom. “The People” and their everyday stories became the heroes. Is this story looking familiar?

I am not suggesting a bloody revolution… just a revolution. Thankfully, ‘the pen is mightier than the sword’.

For those who didn’t know, home economics is not “dead”. In fact, in some countries home economics is alive and well. However, in some other countries, home economics does need a renaissance. “Home Economics” is a recognised household brand – but “The People” seem to have forgotten what home economics has done over the years to improve their everyday lives.

From its beginnings over a century ago, home economics has been successful in many campaigns to improve the health and well-being of individuals, families and communities. So much so, that home economics knowledge is embedded into many people’s daily lives, practices and industries. For example, hand washing, food preparation, kitchen designs, child care facilities, fashion and textile trades, workers rights, increased places for women in universities, and the United Nations “Year of the Family” which in 2014 celebrates its 20th anniversary. Yep… all influenced by home economists. Did you know that home economists work in some top level jobs? For example, Dr Margaret Chan, Director-General of World Heath Organisation, started her career as a home economics teacher.

To support the efforts of professional home economists, what is done at grassroots levels also makes an impact. The outcomes of an organised joint effort are policy changes, increased funding and resources. From recent media activity and comments, “The People” are remembering home economics and want to create opportunities for students, teachers, universities, schools, families, communities and societies to re-learn basic skills and elevate the status of home economics.

How can this be achieved?

Write letters, post blogs, make phone calls, ensure you have the correct information and keep it positive. The International Federation for Home Economics Position Statement: Home Economics in the 21st Century document very clearly states that home economics is alive and kicking, and also outlines the purpose and functions of home economics. I encourage journalists, bloggers, nutritionists, historians, parents, teachers and principals to read and refer to the IFHE Position Statement.  In particular, bloggers and journalists, I respectfully request three things: 1) refer to the IFHE Position Statement in your articles; 2) use photographs of home economics from the 21st Century; and 3) source your information from a Home Economist, an IFHE representative or your local home economics association. For me, one point of concern raised in Ruth Graham’s article was reluctance for home economics teachers to speak “on the record”. I was taken aback by this comment. Have you not seen the stuff posted by home economics teachers on Twitter? Amazing, innovative and very noisy! There are many home economists willing to speak about the positive impacts of home economics. Like these Home Economists did:

Shop, cooking classes help keep students engaged by Mary Ann Urban, a former home economics teacher from Boston.

Open Letter Regarding Faculty of Human Ecology by Christie Crow, Graduate 2009, Faculty of Human Ecology and
Education, University of Manitoba

One HomeEcConnect Facebooker also noted:

Many [home economics] courses are based in the “life literacy” skills needed in today’s world which include most if not all of the skills mentioned in these comments – nutrition ed and wellness (includes food prep), consumerism and resource management (which is more than just personal finance), child development (to help with parenting), healthy relationships and balancing work and family responsibilities. Unfortunately, many of these courses are considered elective, and placed behind the college prep, college credit and academic courses even though most have high enrolments and student interest. If you want to make this change to their education happen, call your local school board and request FCS [home economics] courses be part of your schools graduation requirements.

Is anyone listening?

Yes – apparently they are. Admits these repeated calls to “bring back home economics”, Northern Ireland’s Department of Education has done a good thing (she says understatedly). In a recent media release from Stormont Executive, Department of Education, it was reported that Education Minister, John O’Dowd, had officially opened £900,000 worth of new facilities at Shimna Integrated College in Newcastle and wait for it…. funding included £499,906.86 towards new home economics facilities. Reported by the Belfast Telegraph on Friday, 18 October 2013, it was noted that Northern Ireland’s Department of Education’s ‘Education Works’ campaign highlights the vital role families can play in helping children do well at school and improve their life chances.

Will other governments follow the example set by Northern Ireland? Funding is vital for the revitalisation of home economics departments. As indicated above, over the last few months, I have seen an increase in news coverage about home economics. This is encouraging but we need to keep the conversation alive.

The key message: family and community involvement

I love the African proverb “it takes a village to raise a child”. Despite the tendency toward urbanisation, closed in and fenced off housing, home economics departments can offer children one of the rare opportunities to nurture a sense of community spirit and learn vital life skills. We need to keep the pressure on school principals, P&Cs, university faculties, and governments to provide funding and resources to make this happen. Positive outcomes come from ensuring that local students and families are involved in decisions about what home economics skills are tailored to local community needs. By reaching out into the local community, students and families will feel empowered to stand up and fight to keep their home economics community alive and thriving.

Join the 21st Century Home Economics Movement

Ensure everyone’s voice is heard – your, theirs, the students, and the local community. Home economics departments must reach out into their communities or closures will continue to go unnoticed. We don’t just ‘teach’ about the health and well-being of individuals, families and communities – we involve them! Consult families and communities, and update the local curriculum accordingly. Everyone has a role in Earth’s future and home economics is an exceptional curriculum tool to promote active involvement. I encourage all home economists, students and parents to get involved in the 21st Century Home Economics Movement and enjoy the feeling of solidarity and connectedness along the way. Know that what you do makes a positive difference. Let the home economics revolution begin.

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Some days I love home economics… other days I wish I could bash my head up against a wall and shout I give up… Why is it that only a few visionaries have ever seen how important home economics education is to society? Hammurabi, Aristotle, Socrates, a few chapters in the Bible, Count Rumsford, King O’Malley and Ellen Richards – now come on! That is a pretty impressive celebrity line up of advocacy supporting us!

Today I read a section of a doctoral thesis written by Margaret Henry in 1995…  I will quote the section that has upset me:

Home Economics today [1995] is at the crossroads of its history in this country [Australia]. With the decisions regarding the outcomes of the National Curriculum debates, Home Economics is in a position to determine its future. It can decide which way it will take. Again, with the establishments of the newly constituted Home Economics Institute of Australia, Home Economics is able to determine the future of the area. Home Economics has [or better still Home Economists have] the potential to become a powerful voice in Australian society (p. 336).

Ok, so here is the rub… it is now 2012 and we are having the same National Curriculum debate… the HEIA and the HEV have submitted position papers to the National Curriculum debate (follow the links to read the papers)… but where are we now?

The point being made here is that first, history does indeed repeat itself, second, why are our powerfully voiced Home Economists still ignored? Simple answer is… I don’t know… but gee I wish I could change the status quo. Home Economists are awesome! I know that – you know that – why can’t “they” see that??? Hmmmm… back to work.  The bruise on my forehead hurts a little but it gives me inspiration to not give up.

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