Towards New Literacies and Social Justice for Engineering Education

Abstract

This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978) and a pedagogy of multiliteracies (New London Group, 1996, 2000), the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.