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dc.contributor.authorGunckel, Kristin L
dc.contributor.authorTolbert, Sara
dc.date.accessioned2019-03-18T19:09:30Z
dc.date.available2019-03-18T19:09:30Z
dc.date.issued2018-09
dc.identifier.citationGunckel, K. L., & Tolbert, S. (2018). The imperative to move toward a dimension of care in engineering education. Journal of Research in Science Teaching, 55(7), 938-961.en_US
dc.identifier.issn0022-4308
dc.identifier.doi10.1002/tea.21458
dc.identifier.urihttp://hdl.handle.net/10150/631859
dc.description.abstractThe push for STEM has raised the visibility of engineering as a discipline that all students should learn. With the release of the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), engineering now has an official place in the science curriculum. In both the Framework and the NGSS, engineering is framed as a way to solve the world's greatest problems. Despite this potential, there are troubling aspects in the way that the Framework and NGSS present engineering and how engineering is taken up in the curriculum. In this article, we use critiques of technocracy, utilitarianism, and neoliberalism to analyze the portrayal of engineering in the Framework and NGSS. We claim that the Framework and NGSS promote a technocratic perspective that engineered solutions can all problems, ignoring the sociopolitical foundations of many of the world's most pressing problems. Furthermore, both standards documents reflect a utilitarian ethic that promotes all progress as good and ignores issues of justice. Lastly, the Framework and NGSS betray neoliberal foundations that undermine education and engineering as public goods. To address some of these issues, others have argued for a greater emphasis on ethics. In response, we raise cautions because ethical framings present further intractable dilemmas. Instead, we draw on feminist theory to argue for reframing engineering education around an ethos of empathy and care. We call for a dimension of care that situates design problems in the full socio-political context and centralizes issues of justice. We provide an illustration of how an NGSS example activity for designing solar cookers could incorporate a dimension of care that addresses issues of harm, power and inequality, and ecological (in)stability to provide students with opportunities to weigh and take responsibility for the real costs and benefits of their designs.en_US
dc.language.isoenen_US
dc.publisherWILEYen_US
dc.rights© 2018 Wiley Periodicals, Inc.en_US
dc.subjectcaringen_US
dc.subjectengineeringen_US
dc.subjectneoliberalismen_US
dc.subjecttechnocracyen_US
dc.subjectutilitarianismen_US
dc.titleThe imperative to move toward a dimension of care in engineering educationen_US
dc.typeArticleen_US
dc.identifier.eissn1098-2736
dc.contributor.departmentUniv Arizona, Dept Teaching Learning & Sociocultural Studiesen_US
dc.identifier.journalJOURNAL OF RESEARCH IN SCIENCE TEACHINGen_US
dc.description.note12 month embargo; first published: 30 March 2018en_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US


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