Facilitating Students' Integration of Textiles and Clothing Subject Matter. Part Two: Substantiating the Applicability of Proposed Structures

Abstract

In recent history the field of textiles and clothing has witnessed a shift from a home economics to a professional (industry) focus and an increased effort to integrate elements of varied textiles and clothing subject matter around a common perspective. Literature elucidating the importance of integration of textiles and clothing subject matter has been written for the scholar and does not clearly explicate integration of subject matter for the student or how integration can serve his/her purpose of professional development. In part one we described the dimensions and components of an overarching model and a taxonomy of value (i.e., benefits derived from textile products and related environments) for use in the classroom to help students conceptually integrate subject matter to assist their professional development. In part two we utilize the concept of schema to justify the use of structures in fostering cognitive integration of subject matter. We substantiate the applicability of these structures for integrating textiles and clothing core subject matter by referring to educational materials used at universities within the United States. We also offer suggestions for application of these structures within one's program. We propose these working structures as a beginning for all faculty in textiles and clothing programs to develop a balanced integrative structure representing all aspects of the program and the larger textiles and apparel industry.