Putting Diversity in Perspective: A Critical Cultural Historical Context for Representation in Engineering
Putting Diversity in Perspective: A Critical Cultural Historical Context for Representation in Engineering
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正确看待多样性：工程表现的关键文化历史背景
DOI：
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发表时间：
2017
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通讯作者：
Stephen Secules
中科院分区：
文献类型：
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作者：
Stephen Secules
工程教育的研究往往采取的方向是不锚定在历史，政治，地理，制度或文化背景。引用教学最佳做法的研究十分突出，这些研究假设确定了所有人口、所有地点、过去和未来所有时期的“最佳做法”。同样，许多论文只关注影响学习或成就的认知心理因素（如自我效能、动机），这意味着文化规范和干扰/结构对心理学的贡献要么是无关紧要的，要么是不可改变的。本文认为，为了做出明智的选择和发展作为一门学科，工程教育需要了解它的文化和历史。通过认识和标记文化习俗，我们能够超越或颠覆它们。通过意识到学科的历史形成，我们承认了对我们当今文化做出贡献的结构，并且我们适应了可能在当今不断塑造我们的力量。本文将对工程学作为一门学科的形成、人口构成、叙述和规范进行部分历史和文化解释。这个帐户是基于三个工程教育文化规范：竞争，男子气概，和白色。它结合了批判历史和科学技术与社会领域的工作，以及作者对工程教育出版物的文献综述。虽然主要依靠二手资料，但它是在帐户的组合，与当今教育文化环境的联系，以及与教育利益相关者的特定受众的沟通，构成了这项工作的智力贡献。历史叙事的一个突出主题是暗示学科的人口代表性与其文化规范性之间的自反关系。这种相互关系表明，我们根深蒂固的文化习俗可能与我们的历史和正在进行的人口构成有着内在的联系。这一问题突出的多样性的叙述，其中聚光灯少数民族的人口特征工程作为一种新颖的和孤立的关注。它还表明某些文化规范是人口排斥的潜在根源。
Research in engineering education often takes an orientation which is not anchored in a historical, political, geographical, institutional, or cultural context. Research citing pedagogical best practices are prominent, hypothetically determining the “best practice” for all populations, at all locations, and at all periods in time, past and future. Likewise, many papers focusing solely on the cognitive psychological factors (e.g. self-efficacy, motivation) affecting learning or achievement imply that the cultural norms and interactional/structural contributions to that psychology are either irrelevant or immutable. This paper takes the view that in order to make wise choices and progress as a discipline, engineering education needs to understand both its culture and its history. By becoming cognizant of and marking cultural practices, we become capable of transgressing or subverting them. By becoming aware of the historical formation of the discipline, we acknowledge the structures which have contributed to our present day culture, and we become attuned to the forces which may be continually shaping us in the present day. This paper will present a partial historical and cultural account of the formation of engineering as a discipline, its demographic makeup, its narratives and norms. This account is grounded in three engineering educational cultural norms: competition, masculinity, and whiteness. It draws on a combination of work in critical history and Science Technology and Society fields, and the author’s literature reviews of engineering education publications. While primarily relying on secondary sources, it is in the combination of the accounts, the connection to present day educational cultural settings, and the communication to a specific audience of educational stakeholders that comprises this work’s intellectual contribution. A prominent theme of the historical narrative is to suggest a reflexive relationship between the demographic representation of the discipline and its cultural normativities. This interrelationship suggests ways in which our deeply held cultural practices may be intrinsically related to our historical and ongoing demographic makeup. This problematizes prominent diversity narratives of which spotlight minority demographic identities in engineering as a novel and isolated concern. It also suggests certain cultural normativities as potential sources of demographic exclusion.