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Technoscience and Environmental JusticeExpert Cultures in a Grassroots Movement$
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Gwen Ottinger and Benjamin R. Cohen

Print publication date: 2011

Print ISBN-13: 9780262015790

Published to MIT Press Scholarship Online: August 2013

DOI: 10.7551/mitpress/9780262015790.001.0001

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Rupturing Engineering Education:

Rupturing Engineering Education:

Opportunities for Transforming Expert Identities through Community-Based Projects

Chapter:
(p.229) 9 Rupturing Engineering Education:
Source:
Technoscience and Environmental Justice
Author(s):

Gwen Ottinger

Publisher:
The MIT Press
DOI:10.7551/mitpress/9780262015790.003.0010

This chapter, which reviews the opportunities for redefining expert roles provided through an emerging trend in higher education, reveals that environmental justice (EJ) activists’ urge to transform science and technology requires engineers who participate in the problem-solving process. It shows how some engineering teachers use service-learning projects where students participate in community projects for better understanding of their course concepts. The students are able to examine specific roles as experts in ways that meet the requirements of environmental justice. This aspect of engineering education is demonstrated through the example of the “Technology and Environmental Justice” course taught at University of Virginia. Students interact with EJ advocates on different projects in the course, to gather more information on environmental justice.

Keywords:   engineers, engineering education, environmental justice

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