research-article

Towards a pedagogical model of social justice in engineering education

Authors:

Patricia Jiménez,

Jimena Pascual,

Andrés MejíaAuthors Info & Claims

ICSIE '19: Proceedings of the 8th International Conference on Software and Information Engineering

Pages 55 - 59

https://doi.org/10.1145/3328833.3328861

Published: 09 April 2019 Publication History

Get Access

Abstract

This paper studies the perceived relationship between engineering and social justice and discusses a pedagogical model for engaging engineering students with social concerns. Engineering faculty were surveyed on their appraisal of different social-justice related constructs and the results indicate they associate engineering more to environmental and ethical responsibility than to public concerns such as peace, public service and gender equality. Student opinions were assessed in a focus group setting. They perceive the importance of addressing social-justice issues and consider that the university provides insufficient opportunities to develop competencies in this area. The model framework offers different pedagogical dimensions and practices that can be included in macro and micro-curricular designs. These practices seek to counter the effects of an engineering culture of disengagement towards social justice concerns.

References

[1]

Cech, E. A. 2014. Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42--72.

Crossref

Google Scholar

[2]

Gewirtz, S. 1998. Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469--484.

Crossref

Google Scholar

[3]

Fraser, N. 2008. La justicia social en la era de la política de identidad: redistribución, reconocimiento y participación. Revista de Trabajo, 4(6), 83--99.

Google Scholar

[4]

Leydens, J. A., & Lucena, J. C. 2017. Engineering justice: Transforming engineering education and practice. John Wiley & Sons.

Google Scholar

[5]

Riley, D. 2008. Engineering and social justice. Synthesis Lectures on Engineers, Technology, and Society, 3(1), 1--152.

Crossref

Google Scholar

[6]

Nasser, R. N., & Romanowski, M. 2016. Social Justice and the Engineering Profession: Challenging Engineering Education to move Beyond the Technical. In Advances in Engineering Education in the Middle East and North Africa, M. Abdulwahed et al. (Eds.), Springer International Publishing, Switzerland.

Google Scholar

[7]

Larsen, K, & Gärdebo, J. 2017. Retooling Engineering for Social Justice: The use of explicit models for analytical thinking, critical reflection, and peer-review in Swedish engineering education. International Journal of Engineering, Social Justice and Peace, 5(1-2), 13--29.

Crossref

Google Scholar

[8]

Cumming-Potvin, W., & Currie, J. 2013. Towards new literacies and social justice for engineering education. International Journal of Engineering, Social Justice, and Peace, 2(1), 21--37.

Google Scholar

[9]

Mejía, A. 2009. Tres esferas de acción del pensamiento crítico en ingeniería. Revista Iberoamericana de Educación, 49(3), 5--6.

Google Scholar

[10]

Leydens, J. A., & Lucena, J. C. 2016. Making the invisible visible: Integrating engineering-for-social-justice criteria in humanities and social science courses. In Proc. for the Amer. Society for Engineering Education Annu. Conf. (pp. 1--11).

Crossref

Google Scholar

[11]

Richter, D. M., & Paretti, M. C. 2009. Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom. European Journal of Engineering Education, 34(1), 29--45.

Crossref

Google Scholar

[12]

Spelt, E. J. H., Luning, P. A., van Boekel, M. A., & Mulder, M. 2017. A multidimensional approach to examine student interdisciplinary learning in science and engineering in higher education. European Journal of Engineering Education, 42(6), 761--774

Crossref

Google Scholar

[13]

Leydens, J. A. & Deters, J. 2017. Confronting intercultural awareness issues and a culture of disengagement: An engineering for social justice framework. In 2017 IEEE International Professional Communication Conference (ProComm), 1--7

Digital Library

Google Scholar

[14]

Ulrich, W. 1987. Critical heuristics of social systems design. European Journal of Operational Research, 31(3), 276--283.

Crossref

Google Scholar

Cited By

View all

Drake RPoleacovschi CFaust KTrue‐Funk AKaminsky J(2023)Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudesJournal of Engineering Education10.1002/jee.20507112:2(262-283)Online publication date: 17-Mar-2023
https://doi.org/10.1002/jee.20507

Index Terms

Towards a pedagogical model of social justice in engineering education
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Model curricula

Recommendations

Social Justice and Adult Education

It should be understood that the importance of adult education is to illuminate the current context in which the adult functions. This adult frames directly linked with the construct of social justice. Adult education is examined under two frames: a ...
Are science, technology, and engineering now the most important subjects for ethics?: our need to respond
ETHICS '14: Proceedings of the IEEE 2014 International Symposium on Ethics in Engineering, Science, and Technology

In this paper I argue that, yes, science, technology, and engineering are now the most important subjects for ethics to study. Due to the dramatic expansion of human power brought about by science, technology, and engineering, ethics needs to re-...
Investigation and Analysis of the Present Situation of Engineering Ethics Education for Masters of Engineering
WSSE '19: Proceedings of the 1st World Symposium on Software Engineering

Under the comprehensive background of the development of engineering education in the world today and the promotion of quality education in China, strengthening engineering ethics education of engineering masters meets the needs of engineering ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

ICSIE '19: Proceedings of the 8th International Conference on Software and Information Engineering

April 2019

276 pages

ISBN:9781450361057

DOI:10.1145/3328833

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 April 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

ICSIE '19

ICSIE '19: 2019 8th International Conference on Software and Information Engineering

April 9 - 12, 2019

Cairo, Egypt

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

1
Total Citations
View Citations
154
Total Downloads

Downloads (Last 12 months)26
Downloads (Last 6 weeks)4

Reflects downloads up to 20 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

View all

Drake RPoleacovschi CFaust KTrue‐Funk AKaminsky J(2023)Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudesJournal of Engineering Education10.1002/jee.20507112:2(262-283)Online publication date: 17-Mar-2023
https://doi.org/10.1002/jee.20507

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Cited By

Index Terms

Recommendations

Social Justice and Adult Education

Are science, technology, and engineering now the most important subjects for ethics?: our need to respond

Investigation and Analysis of the Present Situation of Engineering Ethics Education for Masters of Engineering