This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. -/- Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this (...) debate is given comprehensive coverage – presenting both instrumentally inclined as well as radical positions on transforming engineering education. -/- In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. -/- Using context as “bridge” this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe – both East and West – with the United States, China, Brazil, India and Australia. (shrink)

El presente trabajo explora las conceptualizaciones actuales de la capacidad de resistencia que se aplican a personas con habilidades-diversas. El concepto de ‘ableísmo’ es presentado y se demuestra su utilidad como un lente analítico. Los resultados indican que un enfoque ecológico a la capacidad de resistencia representa un problema para el avance de los derechos de las personas con habilidades diversas. En concreto, la presencia de asunciones y lenguaje ‘ableístas’ demuestran una continua necesidad de examen crítico de las políticas relacionadas (...) con la capacidad de resistencia y su capacidad para incorporar a la población con habilidades diversas. Sugerimos que una ética feminista del cuidado de personas con habilidades diversas contribuye a la comprensión de la capacidad de resiliencia, promoviendo una agenda positiva de los derechos de las personas con habilidades diversas y dando una dirección positiva para políticas en esta área. Los resultados seguramente ayudaran a hacer frente a las lagunas existentes en la literatura de este tema, y serán de gran importancia para los responsables de políticas, investigadores, y la población con habilidades diversas. (shrink)