Technology education is a curriculum area that has, in recent years, developed internationally to gain status as an academic subject in schools. Its implementation and further development in New Zealand education over the past fifteen years has necessitated research to inform resource development and teacher professional development so that understandings and interpretation of the curriculum are consistent nationally and, to an extent, internationally. The New Zealand technology curriculum does not mention intellectual property rights in technology education. The reason for this omission is difficult to determine, but the New Zealand Ministry of Education funded a project in 2009 to investigate and establish resources with the purpose of introducing intellectual property concepts to technology teachers and school pupils. This investigation included a nationwide survey in New Zealand secondary schools to determine teacher and student existing understandings of intellectual property in technology education. The survey highlighted some inconsistent understandings of aspects of intellectual property, but many of the respondents had no understanding of indigenous knowledge as a component of intellectual property. In the New Zealand setting, the acknowledgement and legal protection of indigenous knowledge is being debated. This paper presents reasons to support the inclusion of indigenous knowledge as a component of intellectual property in technology education in the New Zealand setting and in other nations.
|Keywords:||Technology Education, Intellectual Property, Indigenous Knowledge|
Senior Lecturer, Curriculum Leader, School of Educational Policy and Implementation, Victoria University of Wellington, Wellington, Wellington, New Zealand
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