Abstract
Engineering’s systemic exclusion of Black people has been a decades-long inquiry. While critical race theory and community cultural wealth have been utilized to examine anti-Blackness in precollege engineering education, critical geographies have been underutilized. This essay contends that the deployment of a spatial imaginaries lens could be used to expand understandings of the spatial imaginary of anti-Blackness in the discipline. Using historical and contemporary data from an engineering high school as well as nonpositivist ways of knowing, the essay contends that examining spatial realities and underpinnings are opportune provocations for redefining purposes, assumptions, and values in precollege engineering education.
Recommended Citation
Wright, C.,
&
Harbison, M. V.
(2024).
“If I Ruled the World”: Deploying Spatial Imaginaries for Examining Anti-Blackness and Space in Precollege Engineering Education.
Journal of Pre-College Engineering Education Research (J-PEER), 14(1), Article 9.
https://doi.org/10.7771/2157-9288.1418
