Constructing the bourdieusian field of engineering education: Engineering education transformation as a field phenomena

Matemba, E; Lloyd, N

Constructing the bourdieusian field of engineering education: Engineering education transformation as a field phenomena

Matemba, E Lloyd, N

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Publication Type:: Conference Proceeding
Citation:: Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections, 2019, pp. 378 - 387
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Matemba, E	en_US
dc.contributor.author	Lloyd, N https://orcid.org/0000-0002-8669-9945	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections, 2019, pp. 378 - 387	en_US
dc.identifier.isbn	9780799226003	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138447
dc.description.abstract	Copyright © 2019 Esther Matemba and Natalie Lloyd. We propose to express engineering education as a Bourdieusian field. For engineering education to be considered a field distinct from higher education, specific capital and specific logic for pursuing and gaining that capital needs identifying. Bourdieu suggests that information on capital and specific logic of a field can be obtained through observing the trajectory of that field. In this research, the trajectory was the recent historical transformation of engineering education. Drawing from documentation of engineering education changes over the period 1980-present, we give evidence that engineering education is a field with specific capital, informed by and responding to industry, with implicit rules. We argue that viewing engineering education as field allows for exposure of the positions of engineering education participants related to their capital or power. This exposure facilitates analysis of issues of practice in engineering education.	en_US
dc.relation.ispartof	Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections	en_US
dc.title	Constructing the bourdieusian field of engineering education: Engineering education transformation as a field phenomena	en_US
dc.type	Conference Proceeding
utslib.for	130212 Science, Technology and Engineering Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

Copyright © 2019 Esther Matemba and Natalie Lloyd. We propose to express engineering education as a Bourdieusian field. For engineering education to be considered a field distinct from higher education, specific capital and specific logic for pursuing and gaining that capital needs identifying. Bourdieu suggests that information on capital and specific logic of a field can be obtained through observing the trajectory of that field. In this research, the trajectory was the recent historical transformation of engineering education. Drawing from documentation of engineering education changes over the period 1980-present, we give evidence that engineering education is a field with specific capital, informed by and responding to industry, with implicit rules. We argue that viewing engineering education as field allows for exposure of the positions of engineering education participants related to their capital or power. This exposure facilitates analysis of issues of practice in engineering education.

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http://hdl.handle.net/10453/138447