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"Brunkers and brave heroes": Dominant Subject Positions in Figured Worlds of Construction Engineering
McGill University.
Umeå University, Faculty of Social Sciences, Department of Education. (UmSER)
Uppsala University.
Göteborgs universitet.
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings. 

Place, publisher, year, edition, pages
All Academic, Inc. , 2019.
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URN: urn:nbn:se:umu:diva-158152OAI: oai:DiVA.org:umu-158152DiVA, id: diva2:1304876
Conference
American Educational Research Association (AERA) Annual Meeting, Toronto, Canada, April 5-9, 2019
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-08-20Bibliographically approved

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Silfver, EvaBerge, Maria

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
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  • Other locale
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Output format
  • html
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  • asciidoc
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