Actioning social justice into the engineering curriculum
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Engineering education could facilitate the transformation of the engineering practice into one that centers social justice. Doing so could cultivate in engineers: (1) the practice of acknowledging and reconciling our history; (2) the value in co-designing with the community; (3) the ability to incorporate frameworks of justice in the engineering disciplines. This transformation will require a rethinking of the curriculum and the faculty expertise necessary to enact it. This paper discusses why the shift towards social justice is critical for the discipline while outlining a teaching praxis of social justice in engineering. In exploring this proposed praxis, we juxtapose how the status-quo of engineering education teaches sustainability against a ‘just sustainability’ that centers social justice. We conclude with a call to action for faculty and administrators to transform the engineering curriculum through an actively anti-oppressive socially just praxis of engineering to meet the needs of communities and society.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it