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dc.contributor.authorTurpen, Chandra
dc.contributor.authorRadoff, Jennifer
dc.contributor.authorGupta, Ayush
dc.contributor.authorSabo, Hannah
dc.contributor.authorElby, Andrew
dc.identifier.citationTurpen, 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.en_US
dc.description.abstractSociologists 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.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleExamining How Engineering Educators (Re)produce or Challenge Technocracy in Their Pedagogical Reasoningen_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

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