Postcritical Service‐Learning

Bruce, Judy

doi:10.1002/9781119144397.ch9

Cited by 5 publications

(1 citation statement)

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“…Others argue that the foundational assumptions and beliefs that underpin service-learning are inherently problematic. Bruce (2018) suggests that these issues may only be addressed by deconstructing SL and ISL completely and building something new. In envisioning a post-critical service learning, she leads us to imagine an approach that is deeply relationalthat the ideals, purpose and implementation of any service learning are co-constructed and constantly negotiated amongst learners (Bruce, 2018).…”

Section: International Service Learningmentioning

confidence: 99%

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

White¹

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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.iii Declarations

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Section: International Service Learningmentioning

confidence: 99%