Bowen, C. L., & Johnson, A. W. (2020, June), Critical Educational Theory: Applications in Engineering Education  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34353

\bibitem{asee_peer_34353}
  Bowen, C. L., \& Johnson, A. W. (2020, June), \emph{Critical Educational Theory: Applications in Engineering Education}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34353

Corin L. Bowen and Aaron W. Johnson.  "Critical Educational Theory: Applications in Engineering Education".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34353 Internet.  24 Apr, 2024

\bibitem{asee_peer_34353}
  Corin L. Bowen and Aaron W. Johnson.
  "Critical Educational Theory: Applications in Engineering Education".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34353 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_34353
author = "Corin L. Bowen and Aaron W. Johnson"
title = "Critical Educational Theory: Applications in Engineering Education"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34353}
number = {10.18260/1-2--34353}
}

TY  - CPAPER
AB  - Higher educational programs in engineering today are seeking to correct observed disproportionately low enrollment and success rates of minoritized students. However, these attempts fail to address why particular students are underrepresented. Following the framework of Freirean critical theory, class-based exploitation under capitalist economic and governmental structures is identified as the root cause of inequitable educational outcomes. Educators cannot overcome the effects of structurally oppressive systems through traditional methods of controlling classroom and curriculum, and diversity-related programming, which is also not typically targeted toward all socio-economically disadvantaged students, cannot serve those who are unable to access the educational institutions. Thus, in order to correct inequities in education, the role of current educational systems in the perpetuation of capitalist oppression must itself be addressed.
 
Traditional engineering pedagogical methods fail to address the broad impacts of structural oppression. Alternatively, Freire, McLaren, hooks, and others have developed critical, revolutionary, and liberative pedagogies that aim to dismantle oppressive systems through recognition of hegemonic structures, critical classroom discourse, and opportunities to build solidarity. In this paper, we present an overview of previous uses of these pedagogies in engineering classrooms under the premise of critical theory, which is class-based, and other anti-oppressive theories based on race, gender, and sexual orientation. We also propose a new model that situates these theories relative to one another within the broader classification of identity-based theories. We further outline how critical theory can and must be employed in the study of access to and persistence in engineering education for socio-economically disadvantaged students. Through an embrace of critical theory and its accompanying pedagogy, engineering educators can plant the seeds for changes needed to achieve liberation for all oppressed peoples.
AU  - Corin L. Bowen
AU  - Aaron W. Johnson
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Critical Educational Theory: Applications in Engineering Education
UR  - https://peer.asee.org/34353
DO  - 10.18260/1-2--34353
ER  -