MULTIPLE WAYS OF KNOWING: TOWARD A CRITICAL SCIENCE PARADIGM AUTOETHNOGRAPHY

Abstract

Home Economics: A Definition provided a mission statement and conceptual frameworks, collectively known as Critical Science, to inform the knowledge and practice that defines the profession. This autoethnography systematically analyzes the experience of an FCS teacher educator who embraced the profession's heritage as a technical science to make a transformative shift to a Critical Science paradigm. Data analysis integrates Transformative Learning Theory to identify the connection between disorienting dilemmas, new knowledge, discourse, and critical self-reflection while embracing new perspectives. Insights gained from the experiences are shared to support teacher educators as they support the identity development of future professionals toward a Critical Science Approach.