{"title":"Metaphors of Change: Navigating a Revolution in Engineering Education","authors":"S. Breslin, M. Camacho","doi":"10.1080/19378629.2021.1913173","DOIUrl":null,"url":null,"abstract":"ABSTRACT Engineering education is often decontextualized, even as it is suffused with metaphoric language and sociocultural norms and beliefs. Efforts to embed social context and sociotechnical content in engineering education are often met with resistance. We contribute to conversations about how to change dominant knowledge regimes by detailing the process by which a team grapples with efforts to change technically-focused curricula and practices in engineering education – and faculty members’ values and beliefs about them – by invoking metaphors. Metaphors of war and revolution, conversion/evangelism, and care permeate faculty discourse as they interpret and attempt to enact change. We show how these metaphors are significant in the ways that they both enable and constrain possibilities for change.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"13 1","pages":"53 - 77"},"PeriodicalIF":2.0000,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19378629.2021.1913173","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Engineering Studies","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1080/19378629.2021.1913173","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT Engineering education is often decontextualized, even as it is suffused with metaphoric language and sociocultural norms and beliefs. Efforts to embed social context and sociotechnical content in engineering education are often met with resistance. We contribute to conversations about how to change dominant knowledge regimes by detailing the process by which a team grapples with efforts to change technically-focused curricula and practices in engineering education – and faculty members’ values and beliefs about them – by invoking metaphors. Metaphors of war and revolution, conversion/evangelism, and care permeate faculty discourse as they interpret and attempt to enact change. We show how these metaphors are significant in the ways that they both enable and constrain possibilities for change.
Engineering StudiesENGINEERING, MULTIDISCIPLINARY-HISTORY & PHILOSOPHY OF SCIENCE
CiteScore
3.60
自引率
17.60%
发文量
12
审稿时长
>12 weeks
期刊介绍：
Engineering Studies is an interdisciplinary, international journal devoted to the scholarly study of engineers and engineering. Its mission is threefold:
1. to advance critical analysis in historical, social, cultural, political, philosophical, rhetorical, and organizational studies of engineers and engineering;
2. to help build and serve diverse communities of researchers interested in engineering studies;
3. to link scholarly work in engineering studies with broader discussions and debates about engineering education, research, practice, policy, and representation.
The editors of Engineering Studies are interested in papers that consider the following questions:
• How does this paper enhance critical understanding of engineers or engineering?
• What are the relationships among the technical and nontechnical dimensions of engineering practices, and how do these relationships change over time and from place to place?
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