{"title":"Actioning social justice into the engineering curriculum","authors":"Pat Hancock, S. Turner","doi":"10.24908/ijesjp.v9i2.15215","DOIUrl":null,"url":null,"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.","PeriodicalId":29704,"journal":{"name":"International Journal of Engineering Social Justice and Peace","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Engineering Social Justice and Peace","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24908/ijesjp.v9i2.15215","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"SOCIAL ISSUES","Score":null,"Total":0}
引用次数: 0
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.