This book examines the complex relationship between engineering education and social justice. It presents a framework to make social justice more visible in engineering education and enhance scholarship in Engineering and Social Justice (ESJ).

Hoping to help transform engineering into a more socially just field of practice, this book offers various perspectives and strategies while highlighting key concepts and themes that help readers understand the complex relationship between engineering education and social justice. This volume tackles topics and scopes ranging from the role of Buddhism in socially just engineering to the blinding effects of ideologies in engineering to case studies on the implications of engineered systems for social justice.

This book aims to serve as a framework for interventions or strategies to make social justice more visible in engineering education and enhance scholarship in the emerging field of Engineering and Social Justice (ESJ). This creates a 'toolbox' for engineering educators and students to make social justice a central theme in engineering education.

Key strategies to introduce social justice into engineering education Case studies and examples of non-traditional places (e.g., NGOs, poor communities) for engineers to intervene in social justice and of traditional places (e.g., thermodynamics class, transportation systems) where engineers do not consider social justice as a significant dimension Brings together perspectives of scholars from a wide range of universities, teaching and researching at the intersection of engineering and social justice ?

Inhalt

Chapter 1. Juan Lucena; Introduction.- Part I. Where Have We been? Where Can We Go?.- Chapter 2. Dean Nieusma; Engineering, Social Justice and Peace: Strategies for Educational and Professional Reform.- Chapter 3. Donna Riley; Power. Systems. Engineering. Travelling lines of Resistance in Academic Institutions.- Part II. Conceptual Contributions to ESJ.- Chapter 4. Erin Cech; The (Mis)Framing of Social Justice: Why Ideologies of Depoliticization and Meritocracy Hinder Engineers' Ability to Think About Social Injustices.- Chapter 5. Marisol Mercado-Santiago; What can Buddhism offer to a socially just engineering education?.- Chapter 6. Ryan Campbell; Caring in engineering: How can engineering students learn to care? How can engineering faculty teach to care?.- Part III. What gets in the way and how can ESJ live in the engineering classroom?.- Chapter 7. Caroline Baillie and Rita Armstrong; Crossing Knowledge Boundaries and Thresholds: Challenging the Dominant Discourse Within Engineering Education.- Chapter 8. Jen Schneider and Junko Munakata-Marr; Connecting the Forgotten: Transportation Engineering, Poverty, and Social Justice in Sun Valley, Colorado.- Chapter 9. Jon Leydens; Integrating Social Justice into Engineering Education from the Margins: Guidelines for Addressing Sources of Faculty Resistance to Social Justice Education.- Part IV: What Social Justice place in the world of engineering practice has to offer to engineering education.- Chapter 10. Andres Valderrama; What can engineering systems teach us about social (in)justices? The case of public transportation systems.- Chapter 11. Richard Arias; Exceptional Engineering: Challenges and opportunities for socially just engineers in NGOs.- Chapter 12. Nicholas Sakellariou; A framework for social justice in Renewable Energy Engineering.- Chapter 13. Juan Lucena; Conclusion.