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Session:
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PER: Diversity, Equity & Inclusion
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Paper Type:
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Contributed
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Title:
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The Reproduction and Challenging of Technocracy in Peer-educators’ Discourse*
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Meeting:
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2019 Summer Meeting: Provo, UT |
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Location:
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N/A |
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Date:
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Time:
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6:05PM
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Author:
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Ayush Gupta, University of Maryland, College Park
3014055445, ayush@umd.edu
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Co-Author(s):
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Chandra Turpen, Jennifer Radoff, Hannah Sabo, Andrew Elby
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Abstract:
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Ideologies of technocracy (distinguishing the social from the technical and valuing the latter more) and meritocracy have been mechanisms of reifying inequities within engineering education (and a version of this argument likely applies to physics education, too). We have been iteratively redesigning a pedagogy seminar for engineering peer educators working within a college-level introduction to engineering design course. Peer educators are uniquely positioned to do harm if ideologies of meritocracy and technocracy aren't challenged, and, likewise, to do good if they disrupt these ideologies in the introductory engineering design course. Using tools of discourse analysis, we analyze how technocratic stances are reproduced or challenged in engineering peer educators’ talk within particular pedagogy seminar discussions. While situated in engineering, the discourses we document are likely prevalent in physics learning environments, too. We discuss implications of our findings for peer educator preparation programs in physics.
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Footnotes:
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*This research is sponsored by NSF Award #1733649
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