| Description |
-
To address concerns of educational inequity, this research proposes a model of community connected engineering education that encourages youth to design for their own community and privileges the repertoires of practice that students bring to the classroom. In this research, I adopt a critical lens to argue that such a model can afford students with opportunities to renegotiate acceptable ways of ... read moreknowing and doing within learning spaces. In particular, I do a case study analysis on how a group of thirteen fourth graders, belonging to a small low-income community of rag-pickers in Pakistan, exercised and envisioned their agency during a week-long community connected engineering workshop while designing free toys for themselves and others in their community. I argue that the connections the students made between community experiences and the activities in the workshop helped center the students as agentive sense-makers and engineers. This supported student agency in redefining ways of engaging community resources, experiences and everyday ways of knowing and doing within the workshop. This engagement within the workshop that asked students to reconceptualize their relationship with the physical and intellectual resources in their community also encouraged students to see new possibilities of doing in their own community.
Thesis (M.S.)--Tufts University, 2019.
Submitted to the Dept. of Education.
Advisor: Kristen Wendell.
Committee: Brian Gravel, and Angela Calabrese Barton.
Keywords: Education, and Engineering.read less
|
|---|
This object is in collection
