![]() La paperson’s text does not explicitly address engineering epistemics or pedagogical commitments specifically but offers an overall critique of concepts such as productivity, economic contribution and achievement that ground the familiar “second” (neoliberal) US university today. Drawing from la paperson's 2017 text A Third University is Possible, we come together as settler scholars to unpack ways in which our structural agency can be used to reconfigure assemblages within the university towards decolonizing, or “third” universities. ![]() As such, engineering education researchers within colleges and universities exist at a critical junction capable of shifting dominant engineering education toward an anticolonial praxis. Within the so-called United States, colleges and universities are the primary sites for the reproduction of dominant engineering education. Put another way: the long-standing societal inequities on which EuroAmerican capitalism relies are sustained by engineering education as we know it. ![]() ![]() ![]() Dominant forms of engineering education today function to reinforce these interlocking logics and structures, exacerbating existing societal inequities by distorting life-giving relationships to land, labor, and lives in ways that are incommensurable with decolonial projects. Engineering education is a terrain of struggle dominated by capitalist, white supremacist, and settler colonial logics and structures. ![]()
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