Contextualizing the Past to Guide the Future: Situating Three Critical Theoretical Frameworks for Educational Culture

Abstract

Background: The engineering education research community has increasingly acknowledged the importance of addressing equity and inclusion. Qualitative research approaches have a unique power to reform classroom practice, create empathy for students, understand context, and point towards new paradigms and solutions. In our work, we have found critical social theories provide useful ways of looking at, critiquing, and reimagining inequitable educational settings. However, many scholars theory in a limited way with theory, treating it as a utilitarian choice rather than requiring deep engagement. Without careful consideration of the situated historical context for a theory’s origin, we can distort its original purpose. Purpose: This paper highlights funds of knowledge, cultural production, and cultural construction as three prominent theoretical frameworks for educational culture. Following the methodological approach of historicizing, we recontextualize the present use of the theoretical frameworks by better understanding their historical context. Scope: We introduce each of the three frameworks and present an account of the history of the origins of the frameworks, emphasizing the context within which the originators found themselves and what problems they saw themselves as addressing. Next, we discuss how it is currently being leveraged in US engineering education or related fields, noting perceived problems or patterns related to the application of theory. Finally, we consider the differences between the past and the present contexts to help guide future use of the framework, noting what lessons we can take away from the past that speak to issues in the present. Conclusion: We compare the nuanced differences between the frameworks and call on readers to make a more careful and less casual choice regarding theory. We also note the importance of considering historicity, situatedness, and reflexivity when deeply engaging with research on educational culture and critical theoretical approaches.