An Analysis of the Achievement Standards of the Home Economics Curriculum in Ontario, Canada from the Perspective of Habermas' Three Systems of Action

Abstract

The purpose of this study was to analyze the achievement standards presented in the Home Economics (HE) curriculum in Ontario, Canada, from the perspective of Habermas's three systems of action (technical, communicative, and emancipative action) to determine how these three systems are reflected in the achievement standards of the curriculum. The study analyzed the achievement standards of the HE curriculum (grades 9-12) in Ontario, Canada, using content analysis techniques and calculated the frequency and percentage. The Canadian HE curriculum in Ontario consists of Fashion, Housing, Food and Nutrition, General Family Studies, and Raising and Caring for Children, with a total of 1,035 achievement standards in technical (47.6%), communicative (35.5%), and emancipative action (16.9%). There were differences in the main action of each unit, but most units reflected the three systems of action to present achievement standards. In the results of this study, the HE curriculum in Ontario, Canada can be used as basic data to realize the mission of HE Education by presenting achievement standards according to Habermas' three systems of action.