No description available.

This study on the evolution of Home Economics has shown that the English Domestic Science framework was used as the foundation of the Malaysian Domestic Science. In addition, three phases of development on Home Economics took place in Malaysia, foundation, consolidation and expansion, were identified. Home Economics in Malaysia is identified as a multidisciplinary subject As for the impact of British colonisation, its effects have been far-reaching on the lives of those who had taken Home Economics. The findings from this study illustrate the esteem with which the subject was held. The legacy of the English influence on the Malaysian education policies and technology cannot be denied. Concerning the perceptions of Home Economics in Malaysia, the finding had shown that Home Economics in Malaysia is also perceived as a multidisciplinary subject Two distinctive orientations of Home Economics were elicited from the participants. The social orientation of Home Economics includes the basic knowledge and skills of cooking, sewing, budgeting, physical resource management, family relationships, human development, nutritional knowledge and the impact of technology. The diminishing of basic skills in cooking and sewing among the younger generation is the most obvious trend. So long as human beings exist, the three basic physiological needs: food, clothing and shelter will remain fundamental, so these must also underlie the social aspect of Home Economics. This must be taught to all at school level in order to educate the future generation to be a wholesome person intellectually, spiritually, emotionally and physically as stated in the Malaysian Educational Philosophy. However, the economic aspect of Home Economics, which includes technical/vocational Home Economics subjects in school, and vocational Home Economics programmes at extension level as well as at university, has the edge over the social aspect of Home Economics, because of the current government policy on mainstreaming Technical and Vocational Education. Moreover, the cognitive skills include critical thinking, problem solving and creativity, and affective skills such as relationship skills, active listening and negotiation skills, are embedded in each area of the content of Home Economics. Some undergraduates from university had suggested renaming, but retaining the name 'Home Economics' is the way forward for Malaysia because many countries had experienced that renaming would not solve the issue of status or identity. In terms of the public's perception on gender roles and gender stereotyping, there still exists the unequal power relationship attributed to Home Economics and women in the Malaysian context This patriarchal society still marginalises and categorises Home Economics and women both as powerless and trivialises their input into society. This is despite a refocusing of Home Economics in Malaysia, partly due to a move towards western values and the cultivation of career perspectives, whilst in essence the education system continues to propagate patriarchal ideology through the hidden curriculum, By analysing society through the feminist lens and beginning the process of employing the technique of consciousness raising within education, would help to empower women in Malaysia to challenge inequality and unequal power relationships that currently exist in Home Economics careers and for women in Malaysia society.

This thesis explores how young children perform their social identities in relation to social class, gender and ethnicity in primary school. In doing so, this study contributes to a growing body of literature that recognises the complexity and intersecting nature of children’s social identities, and views children as actively performing their social identities within discursively shaped contexts. The study operationalizes intersectionality as a sensitising concept for understanding the particular ways in which social class, gender and ethnicity are performed differently in different contexts, and for conceptualising the categories of social class, gender and ethnicity as constitutive of and irreducible to each other. An eight-month long ethnography was conducted in an urban Scottish primary school with young children (aged five to seven). Data were generated mainly from participant observation in the classroom, lunch hall, playground and other spaces of the school, interviews with children and staff, and from gathering a range of texts and documents (e.g. legislation and school displays). The findings of the study show that social class, gender and ethnicity intersect in the complex ways in which children perform their social identities. Particular identities are foregrounded in specific moments and situations (Valentine, 2007), yet the performing of social identities is not reducible to either social class or gender or ethnicity alone. In addition, age, sexuality and interpersonal relationships (e.g. dynamics of ‘best friends’, conflicts between dyadic and triadic groups, family relationships) all intersect within children’s social identities in particular moments. Thus, social identities need to be understood as deeply contextual, relational, and mutually constitutive. Emotions play a significant role for how social identities are invested with meanings and values and produce complex dynamics of belonging and being different. The study highlights the importance of the educational setting, the policy and legislation context and wider social inequalities for shaping the discourses within which children perform their social identities. Tensions and ambiguities – e.g. between ‘diversity’ and ‘inequality’ – in the relevant policies and legislations fail to address the different underlying dimensions of social justice in relation to social class, gender and ethnicity, and these tensions are reflected in staff’s discourses and practices, resulting in the foregrounding of certain aspects of diversity and the silencing of others. This study also highlights how through performing social identities in certain ways, wider social inequalities become manifest. Children are aware of and contribute to powerful discourses of social stereotypes and inequalities. Children also engage in the ‘politics of belonging’ (Yuval-Davis, 2011) by constructing dynamics of ‘us’ and ‘them’, engaging in processes of ‘othering’, and drawing boundaries around certain forms of belonging. The findings of this study emphasise the need for both a reflective practice in educational settings, as well as for policies and legislations to acknowledge and address the complex, intersecting nature of children’s social identities and the multiple dimensions of social justice.