Document Type
Book Chapter
Publication Date
2023
DOI
http://doi.org/10.4324/9781003287483-21
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Creative Commons License
This work is licensed under a CC BY-NC-ND License.
Disciplines
Engineering
Abstract
While the scholarship around engineering and social justice has seen substantial development, engineering curricula have been comparably slower to adapt. This chapter examines both the ways that social justice has made its way into engineering curricula and the barriers preventing wider adoption, particularly over the past decade. How does social justice emerge in diverse curricular contexts? What social justice frameworks and paradigms are engaged? This chapter examines three initiatives to infuse social justice into engineering at three different institutions and discusses entry points and barriers associated with integrating social justice into an engineering curriculum as well as the role institutional support has played in accelerating, enabling, and legitimizing the success of this integration. Lastly, this chapter discusses barriers for engineering educators to engage in this work and how we can support other engineering education practitioners in beginning this work.
Digital USD Citation
Chen, Diana A.; Hoople, Gordon; Leydens, Jon A.; and Rottman, Cindy, "Entry Points, Barriers and Institutional Support for Social Justice in Engineering Curricula" (2023). School of Engineering: Faculty Scholarship. 50.
https://digital.sandiego.edu/engineering_facpub/50
Notes
Chen, D. A., Hoople, G. D., Leydens, J. A., and Rottmann, C. (2023). Entry Points, Barriers and Institutional Support for Social Justice in Engineering Curricula. International Handbook of Engineering Education. Routledge Press. http://dx.doi.org/10.4324/9781003287483-21