Abstract
The lack of diversity in engineering and perpetuation of inequities through engineering designs have motivated the rise of new curricula centred on the integration of traditional technical content with social aspects of technology. However, the ‘revolutionizing’ of curricula has primarily been spearheaded by junior faculty, women and faculty of colour. This article uses an autoethnographic approach to explore the development of social justice-oriented curricula within engineering from the perspectives of junior women and faculty of colour. Drawing on feminist and critical race theory, we discuss how power dynamics within the school, university and engineering more broadly have shaped the development and teaching of justice-oriented engineering. Through the lens of our experiences, we show that, despite the support from some institutional allies and administrators, stereotypes, hegemonic norms and microaggressions can undermine efforts for social and structural change in engineering education, even as such changes are supported and promoted by the institution.
| Original language | English |
|---|---|
| Journal | Digital Creativity |
| Volume | 30 |
| Issue number | 4 |
| Pages (from-to) | 329-344 |
| Number of pages | 17 |
| ISSN | 1462-6268 |
| Publication status | Published - 2 Oct 2019 |
Keywords
- Faculty of Social Sciences
- Intersectionality
- institutional change
- Engineering education
- autoethnography
- engineering culture