Document Type
Article
Journal/Book Title/Conference
Education Sciences
Volume
8
Issue
4
Publisher
MDPI
Publication Date
9-22-2018
Award Number
NSF, Division of Engineering Education and Centers (EEC) 1653140
Funder
NSF, Division of Engineering Education and Centers (EEC)
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
First Page
1
Last Page
13
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.
Recommended Citation
Mejia, J.A.; Revelo, R.A.; Villanueva, I.; Mejia, J. Critical Theoretical Frameworks in Engineering Education: An Anti-Deficit and Liberative Approach. Educ. Sci. 2018, 8, 158.
