Abstract
The field of engineering education has adapted different theoretical frameworks from a wide range of disciplines to explore issues of education, diversity, and inclusion among others. The number of theoretical frameworks that explore these issues using a critical perspective has been increasing in the past few years. In this review of the literature, we present an analysis that draws from Freire’s principles of critical andragogy and pedagogy. Using a set of inclusion criteria, we selected 33 research articles that used critical theoretical frameworks as part of our systematic review of the literature. We argue that critical theoretical frameworks are necessary to develop anti-deficit approaches to engineering education research. We show how engineering education research could frame questions and guide research designs using critical theoretical frameworks for the purpose of liberation.
| Original language | English (US) |
|---|---|
| Article number | 158 |
| Journal | Education Sciences |
| Volume | 8 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2018 |
Funding
Funding: This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DRL-1644976 and EEC-1653140. Any opinions, findings, and conclusions or recommendations expressed in this material does not necessarily reflect those of NSF. This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DRL-1644976 and EEC-1653140. Any opinions, findings, and conclusions or recommendations expressed in this material does not necessarily reflect those of NSF.
Keywords
- Anti-deficit approach
- Critical pedagogy
- Critical theoretical frameworks
- Engineering education research
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
- Physical Therapy, Sports Therapy and Rehabilitation
- Developmental and Educational Psychology
- Public Administration
- Computer Science Applications