Raising Critical Consciousness in Engineering Education: A Critical Exploration of Transformative Possibilities in Engineering Education and Research

Abstract

This thesis represents a critical exploration of the opportunities, challenges, and barriers to enacting social justice via the engineering curriculum.Through an ethnographic case study of a British engineering for sustainable development course, I illuminate tensions and contradictions of attempts to "do good" while "doing engineering" in a higher education setting.This work is couched within critical and anti-colonial theoretical frames.Through critical and reflexive analysis, I illustrate attempts of participants to innovate in engineering education toward a counterhegemonic engineering practice, and highlight transformative possibilities, as well as barriers.This case illustrates how the structures that formed modern engineering continue to shape engineering higher education, restraining attempts to transform engineering training for social good.A central question that has driven this work has been: Is it possible to cultivate a more socially just form of engineering practice through engineering higher education?The function of asking this question has been to interrogate a core assumption in engineering education researchthat with the right blend of educational interventions, we can make strides towards social justice.My intent in interrogating this assumption is not to be nihilistic per se.I believe it is entirely possible that engineering could potentially be wielded for just cause and consequence.However, if we do not critically examine our core assumptions around this issue, we may also miss out on the possibility that socially just engineering is not achievable, at least in the way we are currently approaching it or in the current context within which it exists.An examination of this topic is already underway in the US context.However, it is under-explored in a British context.Given the different historical trajectories of engineering and engineering in higher education between these two contexts, a closer look at the British context is warranted.As I come to the end of a five-year project, the longest I've ever worked on any one singular piece of work, I can't help but reflect on the people who have supported me throughout.Many thanks go to Professor Holness and Dr. Groves who initially engaged me in important critical conversations, for taking me on and lifting me up, and for being a source of inspiration and motivation.I still regularly lean on words of wisdom from Dr. Groves from our earliest discussions.I am so grateful for Professor Xavier and Dr. Forde who came onto the project later, but without whose unwavering support and expertise, belief in me and this project, and constructive critique, I would not have completed this work.They were instrumental in taking this project from infancy to maturity.This work would not exist without the engagement, curiosity, and critical thinking of the SEM4ID students.Your questions and your voices were vital to strengthening my praxis; I hope to be able to pay forward what you have given to me.I must also thank the former College of Engineering (now the Faculty of Science and Engineering) at Swansea University for not only funding my work but providing key resources to grow academically and professionally.To the individuals and academic communities that pioneered critical conversations in engineering and in higher education: I am grateful to the Higher Education Close Up (HECU) network and conference, the European Society for Engineering Education (SEFI), especially the Ethics Special Interest Group, and the American Society for Engineering Education (ASEE) Liberal Education/Engineering and Society division, for being stimulating and friendly spaces to grow intellectually and advance progressive ideals in higher education.Through these networks, I have gained confidence and invaluable insight to advance work in engineering for social justice, and to creatively weave theory, data, and narrative together.Special mention goes to Natalie Wint, Eddie Conlon, Juan Lucena, Alex Mejia, Stephen Secules and Alison Wood for their stimulating and collaborative conversations, and their constructive and thought-provoking feedback and advice.Additional special thanks go to the Academic Women Online Writing Retreat (AWOWR) for providing the space to keep me accountable and the encouragement to get the job done.And to Bethany Waterhouse Bradley for the connection, formative advice, and the boosts of confidence.I am eternally grateful that my life has intersected with Gitte and Declan, who inspire me with their zest for lifelong learning.Special thanks to Gitte for engaging with and proofreading my work.To Mel and Lou (aka mom and dad) who made me, shaped me, and gave me endless love and support to spread my wings.To my sister, Amanda, and chosen sisters, Aoife and Laura, who challenged me, encouraged me, believed in me, and gave me invaluable life and research advice along the way.To other family members, chosen family, and in particular, the strong women who have influenced and taught me, helped me wrestle with the big questions about life and learning -Helene, Denise

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 1 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.