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- W54604392 abstract "A more socially just engineering profession will necessitate multiple changes to its pipeline—engineering education. If social justice education is to extend across and within the content of the engineering curriculum, it will need to inform and reform multiple educational components: foundational, design and engineering science—as well as humanities and social science—curricula. This chapter identifies common sources of faculty resistance to integrating social justice education in one of those curricular components: humanities and social science pedagogy and content. To facilitate the integration of social justice education in humanities and social science curricula within engineering education, this chapter proposes guidelines that address those sources of resistance. Although initially designed for humanities and social science curricula, the guidelines proposed here have multiple implications for addressing faculty resistance across the entire engineering curriculum. The chapter concludes with an overview of the strengths and weaknesses of the guidelines." @default.
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- W54604392 date "2013-01-01" @default.
- W54604392 modified "2023-09-25" @default.
- W54604392 title "Integrating Social Justice into Engineering Education from the Margins: Guidelines for Addressing Sources of Faculty Resistance to Social Justice Education" @default.
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- W54604392 doi "https://doi.org/10.1007/978-94-007-6350-0_9" @default.
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