Open AccessENGINEERING, PATRIARCHY, AND THE PLURIVERSE: WHAT WORLD OF MANY WORLDS DO WE DESIGN? WHAT WORLDS DO WE TEACH?
Author(s) -
Stephanie Mutch,
Matt Borland,
Kate Mercer
Publication year - 2021
Publication title -
proceedings of the ... ceea conference
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14915
Subject(s) - patriarchy , sociology , embodied cognition , engineering ethics , perspective (graphical) , critical theory , epistemology , participatory design , work (physics) , citizen journalism , computer science , engineering , political science , gender studies , law , philosophy , mechanical engineering , parallels , artificial intelligence
This paper presents a brief review of sustainability definitions and analyzes ways of designingtaught in our Engineering education system, specifically acknowledging the capitalist, patriarchal, colonial, Western world that much, if not most, of current Engineering practice situates itself within. Included in these frameworks are pluriversal design, co-design, participatory design, and discursive design. Another important topic that will be examined is the dualist perspective embodied in Engineering practice that creates a distinction between “man” and “nature”. While this problem is inherently systemic, our intention is to provide a partial record of our own critical selfreflection,contextualized using critical theory. It is intended as a starting place for settler-descendent NorthAmerican educators to begin to contextualize our own approaches, not as a way for us to guide steps forward, but instead to begin a self-critique of current approaches that need continued work.