Actioning social justice into the engineering curriculum

Pat Hancock, S. Turner
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Abstract

Engineering education could facilitate the transformation of the engineering practice into one that centers social justice. Doing so could cultivate in engineers: (1) the practice of acknowledging and reconciling our history; (2) the value in co-designing with the community; (3) the ability to incorporate frameworks of justice in the engineering disciplines. This transformation will require a rethinking of the curriculum and the faculty expertise necessary to enact it. This paper discusses why the shift towards social justice is critical for the discipline while outlining a teaching praxis of social justice in engineering. In exploring this proposed praxis, we juxtapose how the status-quo of engineering education teaches sustainability against a ‘just sustainability’ that centers social justice. We conclude with a call to action for faculty and administrators to transform the engineering curriculum through an actively anti-oppressive socially just praxis of engineering to meet the needs of communities and society.
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将社会正义融入工程课程
工程教育可以促进工程实践向以社会正义为中心的转变。这样做可以培养工程师:(1)承认和调和历史的实践;(2)与社区共同设计的价值;(3)将正义框架纳入工程学科的能力。这种转变需要重新思考课程设置和实施课程设置所需的教师专业知识。本文讨论了为什么向社会正义的转变对该学科至关重要,同时概述了工程领域社会正义的教学实践。在探索这一建议的实践中,我们将工程教育的现状与以社会正义为中心的“公正的可持续性”相比较。最后,我们呼吁教师和管理人员采取行动,通过积极的反压迫的社会公正的工程实践来改变工程课程,以满足社区和社会的需求。
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