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Confronting intercultural awareness issues and a culture of disengagement: An engineering for social justice framework

机译：面对跨文化意识问题和脱离文化：社会正义框架工程

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Multi-university research suggests that despite efforts to foster intercultural awareness among U.S. engineering students involved in community engagement initiatives, such students do not show significant gains - and some show decreases - in intercultural development. Recent research also indicates that even in engineering programs designed to foster public and/or community engagement, U.S. engineering students show evidence of a culture of disengagement. As one approach to address these awareness and engagement gaps, this paper proposes an engineering for social justice framework that, among other factors, promotes identification of underlying root causes of social inequity and enhancement of human capabilities across curricular contexts, including communication courses. Drawing from coded analyses of student papers and evaluations of student discourse, findings from a course in Intercultural Communication suggest the engineering for social justice framework adds value in important ways. Students begin to question and disrupt less agile forms of intercultural awareness, to develop more complex forms of intercultural communication awareness, and to recognize the importance of public/community engagement. Implications for professional communication scholars, engineering curricula, and community engagement initiatives are discussed.
机译：多元大学的研究表明，尽管努力提高参与社区参与计划的美国工程专业学生的跨文化意识，但这些学生在跨文化发展中并未表现出显着的进步-有些表现出了下降。最近的研究还表明，即使在旨在促进公众和/或社区参与的工程计划中，美国工程专业的学生也显示出脱离文化的证据。作为解决这些意识和参与差距的一种方法，本文提出了一种社会正义框架工程，除其他因素外，该框架还促进了社会不平等的根本根源的识别和跨课程情境（包括交流课程）的人类能力的增强。从对学生论文的编码分析和对学生话语的评价中汲取教训，跨文化交流课程的发现表明，社会正义框架的工程学以重要的方式增加了价值。学生开始质疑和破坏不太敏捷的跨文化意识形式，发展出更复杂的跨文化交流意识形式，并认识到公众/社区参与的重要性。讨论了对专业传播学者，工程课程和社区参与计划的影响。

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