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| LEADER |
01699nam a2200217Ia 4500 |
| 001 |
10.3390-educsci8040158 |
| 008 |
220706s2018 CNT 000 0 und d |
| 020 |
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|a 22277102 (ISSN)
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| 245 |
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|a Critical theoretical frameworks in engineering education: An anti-deficit and liberative approach
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| 260 |
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|b MDPI AG
|c 2018
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.3390/educsci8040158
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|a 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. © 2018 by the authors. Licensee MDPI, Basel, Switzerland.
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|a Anti-deficit approach
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|a Critical pedagogy
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|a Critical theoretical frameworks
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| 650 |
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|a Engineering education research
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| 700 |
1 |
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|a Mejia, J.
|e author
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|a Mejia, J.A.
|e author
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|a Revelo, R.A.
|e author
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|a Villanueva, I.
|e author
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| 773 |
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|t Education Sciences
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