ABSTRACT

Engineering education is often decontextualized, even as it is suffused with metaphoric language and sociocultural norms and beliefs. Efforts to embed social context and sociotechnical content in engineering education are often met with resistance. We contribute to conversations about how to change dominant knowledge regimes by detailing the process by which a team grapples with efforts to change technically-focused curricula and practices in engineering education – and faculty members’ values and beliefs about them – by invoking metaphors. Metaphors of war and revolution, conversion/evangelism, and care permeate faculty discourse as they interpret and attempt to enact change. We show how these metaphors are significant in the ways that they both enable and constrain possibilities for change.

摘要

工程教育经常被去上下文化，即使它充满隐喻性语言，社会文化规范和信念。在工程教育中嵌入社会环境和社会技术内容的努力常常遭到阻力。我们通过详细介绍团队努力通过工程技术来隐喻地努力改变工程学教育中以技术为中心的课程和实践以及教职工的价值观和信念的过程，为有关如何改变主导知识体系的对话做出贡献。战争和革命，conversion依/传福音和关怀的隐喻渗透到教师的话语中，它们解释并试图实现变革。我们将说明这些隐喻在它们启用和限制变更可能性方面的重要性。