Recognizing and Fostering Moments of Liberatory Design Possibility in Youth Engineering Design Experiences
Bibliographic Data
| ID | 7167170 |
|---|---|
| Authors | Jacqueline Handley (0000-0002-6251-239X, School of Engineering Education Purdue University West Lafayette Indiana USA, corresponding author) |
| Year | 2025 |
| Volume | 109 |
| Issue | 2 |
| Pages | 673-688 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21925 |
| OpenAlex | W4405082710 |
| Language | EN |
| References cited | 66 |
An increased interest in expanding engineering education with youth brings with it a multitude of approaches toward developing engineering programming. In this article, I explore how developing programming for the purpose of fostering liberatory design offers a means of supporting young people in both personally consequential and technically relevant design work. Qualitatively following community‐based engineering design work with seven Youth of Color over 3 years of observation and interview, I document how flexible front‐end design work aided in moments of liberatory design possibility. Subsequently, these moments supported these young peoples' connection engineering and their engagement in canonically recognizable design work. My work reinforces and expands recent work that calls for youth‐centered, justice‐oriented engineering work beyond tech‐specific experiences. Further, youths' experiences raise questions about the development of future engineering experiences for all young people, not just those seeking to pursue engineering
Design elements and principles · Engineering design process · Engineering ethics · Mathematics education · Pedagogy · Science education · Sociology · Systems engineering · Career Development and Diversity · Design Education and Practice · Engineering · Mechanical Engineering · Psychology · Teaching and Learning Programming
Design Justice
Exploring Sociocultural Perspectives on Race, Culture, and Learning
Digital Youth Divas
Funds of knowledge and discourses and hybrid space
Engineering Design Thinking, Teaching, and Learning
"Don't Ask, Don't Tell"
Participatory Design Research and Educational Justice
Counterspaces for women of color in STEM higher education
Making Through the Lens of Culture and Power
Replacing Representation With Imagination
Studies of expansive learning
Epistemic Practices of Engineering for Education
Whose Science? Whose Knowledge?
Redefining entrepreneurialism in the maker movement
Engineering Education as the Development of Critical Sociotechnical Literacy
For Girls to Feel Safe”
Rigor/Us
Engineering faculty drawing the line
Places of possibility
Liberatory Science Education
Matters of participation
Guerrilla-style Defensive Architecture in Detroit
Lifting Off the Ground to Return Anew
Clean Corners and Algebra
Pedagogy of the oppressed
| Citation velocity | historical |
|---|---|
| Highly cited | No |