Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach

Janice Mejia,Idalis Villanueva,Joel Mejia,Renata Revelo

doi:10.3390/educsci8040158

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.

Highlights

While critical theoretical frameworks are being used to challenge social practices and belief systems in engineering [1,2], there is a need to dig deeper into the consequences of research whose foci and approach situate underrepresented students as “deficient”
This study presents ways in which critical theoretical frameworks can be used in fields like engineering education following Freire’s principles of critical andragogy and pedagogy [13]
It is important for engineering education researchers to take into consideration all principles of Freire’s critical pedagogy [13] in order to achieve Liberation, which is the state at where a scholar has reached critical consciousness

Summary

Introduction

While critical theoretical frameworks are being used to challenge social practices and belief systems in engineering [1,2], there is a need to dig deeper into the consequences of research whose foci and approach situate underrepresented students as “deficient”. Deficit perspectives prevent many underrepresented students and educators from participating in important learning and teaching activities, which further disadvantage students in fields such as engineering [3]. Despite deficit perspectives being presented in the literature as lacking empirical validation, research around these beliefs continues to pervade and results in unintended yet dismal consequences on educational practices [6,7,8]. Research that analyzes underrepresented students through deficit-framed questions may perpetuate the idea that these students, students of color and from minoritized groups, have several “needs” [9].

Methods

Results

Discussion

Conclusion