In an age marked by huge developmental projects around the globe, and with the paramount increase in global warming, education is expected to play an exceptional and effective role in sustaining the environment for the future generations in addition to its role in producing those who carry out those projects. Since much of the harm done to the ecological systems in our world is the result of engineering projects (Omer, 2008), technical writing classes for engineering students are a convenient venue to adopt the critical pedagogy of place in teaching sustainability writing through community-based research. This paper introduces a four-stage writing model for technical writing classes for engineering students that is grounded in the critical pedagogy (Freire, 1995; Giroux, 1988) and ecocomposition (Dobrin & Weisser, 2002). The model relates the community of students in the technical writing class to the larger community outside the classroom, making the technical writing class an intersection of writing, rhetoric, sustainability, and civic engagement. The paper starts by discussing the effects of engineering projects on the environment and the limitations of the present engineering education that call for changes in curriculum. The paper then presents the theoretical framework of that curriculum and the best pedagogies that are likely to best embrace that curriculum. The paper finishes with the suggested model for engineering technical writing classes. The paper briefly presents the critical pedagogy of place (Gruenewald, 2003) that combines the critical theory and place-based pedagogy to embrace the suggested framework. The paper then introduces the objectives and stages of the sustainability writing model.
|Keywords:||Sustainability, Higher Education, Technical Writing, Pedagogy|
Ph.D. Candidate, Composition and TESOL Program , English Department, Indiana University of Pennsylvania, Indiana, Pennsylvania, USA