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Masculinities and social class in conceptualisations of the engineering mechanics programme
King's College London, London, UK.
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.ORCID-id: 0000-0001-6413-6538
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
2017 (engelsk)Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

Engineering educations are currently being transformed, both to attract new groups of students (e.g. women) and to provide the students with broader skill-sets than those traditionally included in engineering educations (e.g. team working skills). In this study we explore how students understand the educational opportunities provided by a particular engineering education, namely bachelor Engineering Mechanics Programme (EMP), with a particular focus on how the perceived opportunities are related to class and gender. The empirical data consists of engineering education websites, interviews with EMP students, and video-diaries recorded by the interviewed students. In the analysis of the websites four different, potential engineering identity positions were discerned: The engineer as a traditional technologist, the engineer as a contemporary technologist, the responsible engineer, and the self-made engineer. The initial analysis of the interviews and video-diaries bring tensions between practical and theoretical/analytical aspects of engineering to the fore, and we use two case studies of interviewed students to illustrate how these students nagivate the theory/practice dichotomy and the various identity positions available within the EMP.

sted, utgiver, år, opplag, sider
Dublin, 2017.
HSV kategori
Identifikatorer
URN: urn:nbn:se:umu:diva-138671OAI: oai:DiVA.org:umu-138671DiVA, id: diva2:1136313
Konferanse
European Science Education Research Association (ESERA), Dublin, Ireland, Aug 21-25, 2017
Prosjekter
EPIK
Forskningsfinansiär
Swedish Research CouncilTilgjengelig fra: 2017-08-27 Laget: 2017-08-27 Sist oppdatert: 2021-11-23bibliografisk kontrollert

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  • ieee
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  • de-DE
  • en-GB
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