“Sick and tired of being sick and tired”

Brown, H. Paige; Morton, Terrell R.

doi:10.1002/jee.20501

Cited by 2 publications

(1 citation statement)

References 16 publications

(27 reference statements)

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“…Recent editorials in the Journal of Engineering Education demonstrate consistent push back to the objectivity narrative in regard to climate change: "Achieving just and equitable solutions will require engineers to avoid narrowly-defined 'optimal' solutions that can cause disproportionate harm to individual communities" (Martin et al, 2022); gun violence, "not discussing our feelings and reactions to gun violence events ignores the fact that engineers, engineering faculty, and engineering students are human beings and that human beings are subjective" (Buswell, 2022), and a number of other topics. Editorials highlighting the crisis of inclusivity in engineering are also prominent, calling to change "hostile environments" reinforced by the culture's "underlying norms, beliefs, and values" (Brown and Morton, 2023). We also see calls from engineering education scholars to acknowledge and discuss "how whiteness instituted the standards for admission, acceptance, and success that affirm the cultural norms of White people while demeaning others, " in service of perpetuating dominant engineering paradigms (Holly and Masta, 2021).…”

Section: Discussionmentioning

confidence: 99%

Stubborn boundaries: the iron ring ritual as a case of mapping, resisting, and transforming Canadian engineering ethics

et al. 2023

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This article explores the historical context and ongoing discussions of the iron ring ritual, a prominent tradition in Canadian engineering. We employ discourse analysis to describe and analyze components of the ritual itself, as well as more recent texts related to contemporary conversations about the ritual. We apply Alice Pawley’s scholarship on boundary work in engineering as an analytical framework and find the ritual has served to reproduce and map boundaries around engineering ethics and responsibility in Canada, and numerous actors have resisted those boundaries based on opposition to the colonial, misogynistic, and Christian values embedded in the ritual, as well as the ritual’s framing of engineering agency and responsibility. We reflect on the lessons this case can offer for members of the Canadian engineering and engineering education communities, as well as for those interested in the power and complexity of humanistic interventions in engineering.

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