skip to main content


Search for: All records

Creators/Authors contains: "Roudbari, Shawhin"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. This research examines a shift in international development discourse away from more overtly colonial and abject depictions of people from the Global South toward foregrounding positive portrayals of people from the Global South who are self-reliant and empowered through entrepreneurship and market labor. Through interviews, observations, and content analysis of university-based development programs and development organizations, we examine the racial meaning and consequences of this shift. We argue that this discourse reformulates colonial racial hierarchies in development by suturing racial value to adherence to free market ideals, such as freedom and fulfillment through markets, while legitimizing these changes through affirmations of multiculturalism. This shift in development aligns with a broader context of neoliberal multiculturalism, which has reconfigured racial hierarchies based on adherence to multicultural global citizenship and free market principles. This research illustrates the changing intersections of race, colonialism, neoliberalism, and development and speaks to the importance of universities and development organizations in shaping racial meaning and inequalities in a global context.

     
    more » « less
  2. Many engineering activists have emphasized the need to reframe engineering as a sociotechnical field in order to expand engineers' contributions to social justice and peace. Yet, reframing engineering as sociotechnical does not always lead to critical engagement with social justice. We provide several examples of how “social” aspects have been brought into engineering in a depoliticized manner that limits engagement with political and social justice goals. We link these examples to Cech’s three pillars of the “culture of disengagement” in engineering: social/technical dualisms, meritocracy, and depoliticization. We argue that reframing engineering as sociotechnical addresses the first pillar, the social/technical dualism, but does not necessarily include the second and third pillars. We propose that all three pillars can be addressed through integrating explicit attention to political engagement and social justice in efforts to reframe engineering as a sociotechnical field. Doing so can increase engineers’ capacity to contribute to social justice and peace. 
    more » « less
  3. null (Ed.)
    The goal of this paper is to share a sociological framework for understanding social justice activism with the intention of improving efficacy of architects’ efforts in addressing contentious social issues. The paper draws on recent sociological scholarship on professions and social movements, which give us new ways of thinking about our agency in affecting social change within and beyond the profession. The paper presents emerging themes based on participant observation and unstructured interviews conducted over the past two years, focused on contemporary activism in architecture. We highlight how professionals use their material resources (design expertise and practice) and their symbolic resources (status in socio-economic, political, and cultural systems) in different forms of contentious political engagement. We offer a sociological framework for distinguishing between ways architects use their work and status in their efforts to achieve social and professional change. The analysis offered in this paper is intended to offer politically-engaged architects (professionals, educators, and students) a framework to assist in their efforts toward shaping equity and justice outcomes for the field and for society. 
    more » « less
  4. Abstract Background

    Increasing engineering students' engagement with public welfare is central to promoting ethical responsibility among engineers and enhancing engineers' capacity to serve the public good. However, little research has investigated how student experience attempts to increase engagement with public welfare concerns.

    Purpose/Hypothesis

    This study identifies and analyzes the challenges facing efforts to increase engineering students' engagement with the social and ethical implications of their work through a study of students' experiences at two engineering programs that emphasize public welfare engagement.

    Design/Methods

    We conducted interviews with engineering students (n= 26) and ethnographic observations of program events, classes, presentations, and social groups (n= 60) at two engineering programs that focus on engagement with public welfare and foreground learning about the social context and social impacts of engineering. We analyzed these data to identify areas in which students experienced challenges integrating considerations of public welfare into their work.

    Results

    We found that four main areas where engineering students experienced difficulty engaging with considerations of public welfare: (a) defining and defending their identities as engineers; (b) justifying the value of nontechnical work and relevance to engineering; (c) redefining engineering expertise and integrating community knowledge into projects; and (d) addressing ambiguous questions and ethics.

    Conclusions

    This work contributes to knowledge about the barriers to increasing students' engagement with issues of public welfare, even when programs encourage such engagement. These findings are relevant to broader efforts to increase concerns for ethics, social responsibility, and public welfare among engineers.

     
    more » « less