Using peer reviews to examine micropolitics and disciplinary development of engineering education: a case study

Abstract

This article presents a case study of the peer review process for a feminist article submitted to an engineering education journal. It demonstrates how an examination of peer review can be a useful approach to further understanding the development of feminist thought in education fields. Rather than opposition to feminist thought per se, my experience reveals that opposing beliefs about what a feminist contribution to engineering education entails pose a challenge to those aiming to engage with feminist thought.

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