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Title: Examining How Engineering Educators (Re)produce or Challenge Technocracy in Their Pedagogical Reasoning
Authors: Turpen, Chandra
Radoff, Jennifer
Gupta, Ayush
Sabo, Hannah
Elby, Andrew
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Turpen, C., Radoff, J., Gupta, A., Sabo, H., & Elby, A. (2020). Examining How Engineering Educators (Re)produce or Challenge Technocracy in Their Pedagogical Reasoning. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2093-2100). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Sociologists and historians of science have documented the salience of meritocracy and technocracy in engineering (Cech, 2014; Slaton, 2015; Riley, 2008). Meritocracy is often paired with a technocratic ideology, which distinguishes technical and “soft” skills and assigns more worth to the technical. Scholars have shown how technocracy and meritocracy contribute to marginalization within engineering education (Slaton, 2015; Foor et al., 2007; Secules et al., 2018). Our team has been iteratively redesigning a pedagogy seminar for engineering peer educators to disrupt such forces of marginalization. We study peer educators because they can do harm if these ideologies aren't challenged, and they have the potential to disrupt these ideologies. Using tools from discourse analysis and the ideology-in-pieces framework (Philip, 2011), we analyze how technocratic stances are reproduced or challenged in engineering peer educators’ talk. Such analyses can help others to recognize technocratic reasoning and see some of its negative consequences.
Appears in Collections:ICLS 2020

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