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A Different Storytelling of Technology Education Curriculum Re-Visions: A Storytelling of Difference

Taking up Knoespel's invitation "to think of all discourses as taking the form of a story," this paper is an attempt to open technology education curriculum re-visioning to different angles of vision by thinking about it as a form of storytelling. Over the past two decades there have been efforts "to understand curriculum work as a storytelling practice" (Gough, in press), and as a "collective story we tell our children about our past, our present, and our future" (Grumet, 1981, p. 115). Gough (1993) adds that curriculum narratives are not only collective but "selective" stories, and in the case of technology education the selection of technology stories have been articulated from a particular, relatively small, cultural community—industrial education/arts. In light of global restructuring with its different allegiances and arrangements of information, capital, time and space, bodies and geographies, and poststructuralism's skepticism of narrative authority, I would like to place into question both the adequacy of the selection of technology narratives to represent the study of technology in our current technologized/technocratized society, and the relevancy of these stories to meet the needs and interests of the diversity of students entering today's technology education classrooms. Although curricular changes from industrial education/arts to technology education have been viewed as constituting a paradigm shift (Clarke, 1989; Todd & Hutchinson, 1991), from my positioning as one of few women in this programme area and writing within feminist and poststructural leanings, the