home economics journal assignments 2020

The Role of Home Economics Education in the 21st Century: The Covid-19 Pandemic as a Disruptor, Accelerator, and Future Shaper

This paper explores the role of home economics education in the 21st century. It commences with an explanation of the disruption to the five predicted future global megatrends – globalisation, urbanisation, digitisation, cybersecurity, sustainability – as a consequence of the global Covid-19 pandemic. The place of megatrends framing home economics is explored by presenting a textual analysis of a literacy publication created as an acceleration point for framing the next one hundred years of home economics and underpinned by global megatrends, published prior to the pandemic. Using the Voyant Tool, visualisations of the book Creating Home Economics Futures: The Next 100 Years are presented and compared to other key literary documents informing the field. The paper then turns to the ways in which education and learning have led to the repositioning of home economics as a field and home economics literacy as the key strategy for ensuring the field continues to remain relevant into the future. Priority areas for education include food literacy; individual, family and community well-being; and the reconstitution of the place of the home.

• Related Documents

The Role of Secondary Home Economics Education to Prepare the Elderly for an Independent Life in an Aged Society

The role of home economics education in the fourth industrial revolution, vocational home economics education: a veritable tool for self reliance, poverty eradication and sustainable national development.

The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creation for sustainability. The paper concluded and recommended, among others things, that entrepreneurship education be made compulsory at all levels of education and soft loans be made available to graduate for business set up. Keywords: Self-Reliance, Poverty Eradication, Entrepreneurship, National Development

Addressing Poverty in Ghana: The Role of Home Economics Education

Modern aspects of home economics education and slovenia.

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.

Home Economics Education as Needed in the 21st Century

Competencies and strategies for the teaching of 21st century learners in vocational home economics education, a study on applying active-learning to a course entitled ‘home economics education’ for prospective home economics teachers, research of the contents of home economics education in korea and the united states for healing education., trust in knowledge-based organizations.

The knowledge-based society of the 21st century is characterized by knowledge generation as the primary source of wealth and social well-being. As partly intangible in nature, increased understanding of knowledge and information as a resource is critical (Sveiby, 1996; Teece, 1998). Such intangibles are gradually replacing traditional elements of power in states (Rosecrance, 1999), also emphasizing the role of trust in the positive aspect of economic globalization.

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The Role of Home Economics Education in the 21st Century: The Covid-19 Pandemic as a Disruptor, Accelerator, and Future Shaper

• Donna Pendergast School of Education and Professional Studies, Griffith University, Australia https://orcid.org/0000-0002-8305-6127

This paper explores the role of home economics education in the 21 st century. It commences with an explanation of the disruption to the five predicted future global megatrends – globalisation, urbanisation, digitisation, cybersecurity, sustainability – as a consequence of the global Covid-19 pandemic. The place of megatrends framing home economics is explored by presenting a textual analysis of a literacy publication created as an acceleration point for framing the next one hundred years of home economics and underpinned by global megatrends, published prior to the pandemic. Using the Voyant Tool, visualisations of the book Creating Home Economics Futures: The Next 100 Years are presented and compared to other key literary documents informing the field. The paper then turns to the ways in which education and learning have led to the repositioning of home economics as a field and home economics literacy as the key strategy for ensuring the field continues to remain relevant into the future. Priority areas for education include food literacy; individual, family and community well-being; and the reconstitution of the place of the home.

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Lichtenstein, A., & Ludwig, D. (2010). Bring back home economics education. JAMA, 303(18), 1857–1858. https://doi.org/10.1001/jama.2010.592

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Assessing the New Home Economics with 2020 Vision

• First Online: 18 May 2022

Cite this chapter

• Shoshana Grossbard 3 , 4 &
• Andrea H. Beller 3 , 4  

Part of the book series: Palgrave Advances in Behavioral Economics ((PABE))

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In the early 1960s, Becker and Mincer placed households and what they produce at the center of economic analyses dealing with consumption, labor markets, household decisions regarding health, children, and marriage. This school of thought was labeled the New Home Economics (NHE). This chapter provides an assessment of the NHE. Our first contribution is defining the NHE to help determine which other researchers can be considered as being part of the NHE. Second, we offer an assessment of the NHE’s success based on five criteria: awards to its participants, integration of ideas into mainstream economics, NBER’s inclusion of new NHE-led applications of economic investigation, growth of new organizations promoting NHE-related research, and the academic success of early students of Becker and Mincer specializing in NHE.

Parts of this paper are based on Beller and Grossbard ( 2019 ).

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Margaret Gilpin Reid (1896–1991)

How We Do Economics Today

Friedman, Milton (1912–2006)

In line with the aims and scope of the Review of Household Economics , as stated in https://www.springer.com/journal/11150/aims-and-scope .

Margaret Reid ( 1934 ) published a book on household production, based on the dissertation she wrote at the University of Chicago. Hazel Kyrk had been her thesis adviser. On the origins of home economics see Folbre ( 1998 ), Beller and Kiss ( 2001 ), and Beller ( 2014 ). By the late 1970s, many departments of home economics had been reorganized and renamed as, for example, the College of Family and Consumer Sciences (Georgia), the School of Human Resources and Family Studies (Illinois), or the Department of Consumer Economics and Housing (Cornell). In the mid-1990s, some had been further transformed and merged with other departments, with the economics units becoming the Department of Agricultural and Consumer Economics (Illinois), or Policy Analysis and Management (Cornell).

More on the history of economics and sociology of the family can be found in Grossbard-Shechtman ( 2001b ).

That paper was published as Mincer ( 1962 ). Mincer reported this 1960 presentation as the starting point of the NHE in at least two conversations Shoshana had with him, one on the phone and one in person.

In a phone conversation in the 1990s Mincer told Shoshana that the term “New Home Economics” was not applicable any longer: “new” loses its meaning after a certain amount of time.

For more information on students of Becker and Mincer at Columbia see Grossbard-Shechtman ( 2001a ) and Beller and Grossbard ( 2019 ).

The NBER (National Bureau of Economic Research) is a prestigious organization central to the economics profession (see https://www.nber.org/about-nber ).

The economic analysis of consumption included the Ph.D. dissertation of Hazel Kyrk from the Economics Department at the University of Chicago in 1920, which added a social psychological perspective to the economics. The dissertation won the coveted Hart, Schaffner and Marx award and was published as a book in 1923 under the title A Theory of Consumption (Beller and Kiss 2001 ). The book was reprinted by Arno Press in 1976.

Sachko Gandolfi showed that contributions to household production influence the purchase of life insurance by men and women.

However, her doctoral thesis, completed in 1972, dealt with the economics of slavery and her principal adviser was Robert Fogel.

O’Neill completed her dissertation at Columbia in 1970. It dealt with income and education effects on regional migration, not a NHE topic according to the definition used here.

More about Silber and Steckel is found in the next subsection.

Lloyd continued to publish further work related to the NHE (e.g. Lloyd and Niemi 1979 ; Lloyd et al. 1979 ) and to work on questions related to household economics, especially while employed by the Population Council.

John W. Graham had been a student of Marc Nerlove’s at Northwestern University, where Nerlove moved when he left Chicago in the mid-1970s.

When awarding him the Nobel prize in 1992, the Royal Swedish Academy of Sciences highlighted Becker’s “models of behavior of the family (or household), including distribution of work and allocation of time in the family.”

Becker’s marriage market model is one of the multiple theoretical models of marriage contained in this theory of marriage. More on Becker’s various theoretical models of marriage is found in Grossbard ( 2010 ).

Many of the themes addressed by Becker in these individual articles were included in Becker’s ( 1981 ) Treatise on the Family .

Becker et al. ( 1977 ) also contains a search model of marriage.

The topic of fertility had been addressed by economists many decades before the birth of the NHE, e.g. by Malthus. However, it was not addressed by mainstream economists for most of the twentieth century.

As of December 2020, he still directs NBER’s New York Office. Another health economics program at NBER focuses on the functioning of markets for health insurance and medical care.

Victor Fuchs, Michael Grossman, and James Poterba contributed to this paragraph via personal emails.

More on the history of the NBER can be found at https://www.nber.org/about-nber/history .

The following list is more restricted than the list of students mentioned in Sect.  2 , where graduates who had trained with Becker or Mincer and wrote dissertations on other topics, and later engaged in NHE-related research, were also included.

An academic career implies affiliation with universities or research organizations such as RAND for most of their working years.

The following Columbia students did not spend most of their post-doctoral years pursuing an academic career: Elizabeth Landes and Federicka Santos. Columbia graduate who continued an academic career but did not publish much that is related to the NHE: Morris Silver.

Chicago graduates who left academia at a relatively early stage in their career: Alan Freiden, Michael Keeley, Edy Kogut, and Nigel Tomes. Chicago graduates who continued an academic career but did not publish much that is related to the NHE: Anne Williams, Lawrence Kenny, Jacques Silber, John Turner, and Walter Wessels. The whereabouts of Indra Makhija are unknown.

More on gender and the Columbia labor workshop (which was not limited to NHE) in Grossbard-Shechtman ( 2001a ) and Beller and Grossbard ( 2019 ).

Adams, James D. (1976). “A Theory of Intergenerational Transfers.” Ph.D. dissertation, University of Chicago.

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Grossbard, S., Beller, A.H. (2022). Assessing the New Home Economics with 2020 Vision. In: Altman, M. (eds) Constructing a More Scientific Economics. Palgrave Advances in Behavioral Economics. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83928-4_12

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