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 Williams P John, Stables Kay (Eds) SPRINGER 2017  Jacques Ginestié   A Critique of Technology Education for All in a Social and Cultural Environment pp. 193-212                                                                                             AbstractAs in many countries, technology education (TE) has been introduced into general education in France, where it was introduced in 1985. The initial curriculum expressed a real will to position it in a social science perspective in terms of the relationship humans have with their technical environment on the one hand and, on the other hand, how this technical environment organises social relations between human beings. Thirty years later, it is clear that this orientation has largely failed and that the teaching of technology today is far removed from the original intention as regards both elementary and secondary education. The purpose of this article is not to trace the history of the last 30&#160;years but to understand why such ambition has failed, through a critical study of choices as well as lack of engagements of educational authorities.The critique is epistemological in terms of the TE curricula as well as its integration in the school structure. Critique is also sociocultural, including understanding of the world in which humans are living and developing. It is ultimately educational whenever societies organise schools for the transmission and development of knowledge, including the interrelations between school subjects and the efficiency of the teaching-learning process.KeywordsTechnical object&#160;Individuation&#160;Socialisation&#160;Education&#160;To learn more : https://link.springer.com/chapter/10.1007/978-981-10-3106-9_11