"Ingeniero como vos": An analysis of the Mbyá-Guaraní Practices Associated with Engineering Design

Abstract

Diego. His current research investigates how the integration of the historically and culturally accumulated wealth of knowledge, skills, and practices-also known as funds of knowledge-and engineering design can serve as a pathway to and through engineering. Dr. Mejia is particularly interested in how Latinx adolescents bring forth unique ways of knowing, doing, and being that provide them with particular ways of framing, approaching, and solving engineering problems. Dr. Mejia's primary research interests lie at the intersection of engineering education and social justice. He is particularly interested in the integration of Chicanx Cultural Studies frameworks and pedagogies in engineering education, and critical consciousness in engineering through social justice.

A Sociocultural Learning Framework for Inclusive Pedagogy in Engineering

“…[78][79][80][81] These topics can be readily incorporated as individual problems, reflective exercises, case studies, or short modules, enhancing the approachability of the material and supporting student learning. Mejia and de Paula [82] Asset-Based Approaches. Much of the research on students with excluded identities approaches diversity from a deficit model that focuses on what these students lack.…”

Indigenizing Engineering education in Canada: critically considered

“…Indigenous Knowledges are characterized as participatory, experiential, and processoriented, and do not separate science, art, and philosophy but rather embrace a holistic worldview (Mejia and de Paula 2019). Indigenous Traditional Knowledge (TK) is the collective knowledges of Indigenous cultures 'resulting from the group's use and occupation of a specific region over many generations' (as quoted in Pierotti 2011, 9).…”

Understanding the relationship between idea contributions and idea enactments in student design teams: A social network analysis approach

“…The present research focuses attention to the role of dominant epistemic values in shaping the experiences of historically excluded students in teamwork pedagogies in engineering. The culture of engineering education, long characterized by its elevation of scientific objectivity, value‐neutrality, depoliticization, and technical rationality, has traditionally elevated the “technical realm” of knowledge in engineering (Cech, 2012; Cech & Sherick, 2015; Kotluk & Tormey, 2023; Mejia & de Paula, 2019). However, existing research has documented how the dominant epistemic culture of the discipline is experienced inequitably by historically excluded students (Cech et al, 2017; Cedillo, 2018; McGee, 2020a).…”