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

1
Department of General Engineering, University of San Diego, 5998 Alcalá Park, San Diego, CA 92110, USA
2
Department of Electrical and Computer Engineering, University of Illinois—Chicago, 1200 W Harrison St, Chicago, IL 60607, USA
3
Department of Engineering Education, Utah State University, Logan, UT 84322, USA
4
McCormick Office of Undergraduate Engineering, Northwestern University, 633 Clark St, Evanston, IL 60208, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2018, 8(4), 158; https://doi.org/10.3390/educsci8040158
Received: 10 August 2018 / Revised: 16 September 2018 / Accepted: 19 September 2018 / Published: 22 September 2018
(This article belongs to the Special Issue Towards Excellence in Engineering Education)
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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. View Full-Text
Keywords: critical theoretical frameworks; anti-deficit approach; engineering education research; critical pedagogy critical theoretical frameworks; anti-deficit approach; engineering education research; critical pedagogy
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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.

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