[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589110-105":3,"doc-detail-589110-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","localized-engineering-in-displacement-volume-10-issue-1","Localized Engineering in Displacement - Volume 10 - Issue 1","","Displaced learners are often excluded from engineering education when conflict, poverty, or trauma uproots them and when engineering expertise is imported rather than centered locally. This article introduces Localized Engineering in Displacement, a co-created framework grounded in critical pedagogy and social justice to integrate technical content, professional skills, and design around needs identified by students. The work documents outcomes including empowered identity and community impact through locally sustained partnerships.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/localized-engineering-in-displacement-volume-10-issue-1/589110/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/localized-engineering-in-displacement-volume-10-issue-1/589110.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are displaced learners often excluded from engineering education?","Question",{"text":63,"@type":64},"Displacement cuts learners off from formal learning pathways and from ownership in new communities. Engineering expertise is also typically imported, leaving local knowledge uncentered.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the Localized Engineering in Displacement framework?",{"text":68,"@type":64},"It is a co-created pedagogical framework that integrates technical content, professional skills, and engineering design around locally identified needs. It is grounded in critical pedagogy and social justice.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes does the article report from the program?",{"text":72,"@type":64},"The article documents empowered identity and community impact, including student development of a self-image as engineers and effects through engineered products, teacher development, and collaborative research.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589110,1792171899,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660",8,"| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\n2022: VOLUME 10 ISSUE 1  \nLocalized Engineering in Displacement: An Alternative Model for Out-of-School Youth and Refugee Students to Engineer their own Solutions for their own Communities  \nJENNIFER DEBOER  \nDHINESH RADHAKRISHNAN  \nCLAUDIO FREITAS Purdue University West Lafayette, IN  \nABSTRACT  \nDisplaced learners, uprooted because of conflict, poverty, or other major traumas, are often shutout of opportunities to learn engineering. At the same time, fragile contexts demand engineers’expertise, but experts and their engineered solutions are often called in from outside the community. In this article, we examine engineering learning as a vehicle for development in displaced communities by expanding the representation of engineers to explicitly include refugees and formerly homeless youth. We describe an alternative, co-created approach to providing authentic engineering learning through a framework called Localized Engineering in Displacement. Grounded in principles of critical pedagogy and social justice, this framework is structured to integrate technical content, professional skills, and engineering design, all focused on needs identified by the local students themselves. The Localized framework encompasses the curriculum itself, the collaborative attitudes and humility of partners involved, the prioritization of local engineers’ learning pathways, the pedagogical capacity building of local instructors, and the institutional partnerships required to recognize and implement students’ work. In addition to describing our framework and situating it in the literature, we document two major program outcomes: empowered identity and community impact. Refugee learners and former street youth in the community develop their self-image as engineers, especially after being in positions of low levels of agency or control over their lives. The keystone to the program is our collaboration with local learning spaces (usually in-country implementing NGOs) and community institutions to invest in long-term implementation of solutions. We discuss multiple aspects of community impact, including the engineered products that student members of low-resource communities create, ongoing community teacher development, and collaborative research.  \nKey words: Nontraditional students, human centered design, critical pedagogy  \n2022: VOLUME 10 ISSUE 1 1  \nADVANCES IN ENGINEERING EDUCATION Localized Engineering in Displacement  \nINTRODUCTION AND MOTIVATION  \nDisplaced learners, whether some of the millions of refugee students or homeless/unaccompanied youth forced to leave their homes, are often shut out of formal pathways to learning. For example, of adult refugees eligible for postsecondary education, only 3% have access to enroll in higher education programs, compared to about 36% of comparable youth globally (UNHCR 2020) . Further, limits to higher education quality make displaced learners’ opportunities an even scarcer resource. Displaced learners are uprooted, cut off simultaneously from their home communities as well as from ownership in their new communities. When individuals and communities are displaced, deep and specific knowledge is dislocated. Displacement and dis-localization of technical knowledge then means that when engineering solutions are needed, they must be imported and are thus often decontextualized. That is to say, in contexts of displacement, engineering expertise is typically brought in from outside the community, and local knowledge is not centered.  \n“Fragile contexts” (spaces where basic functions in security, governance, and social service are not met) often demand engineers’ expertise, whether for infrastructure, supply chain provision, housing, sanitation, or other pressing issues. However, engineers and engineered solutions are often delivered from outside of the displaced community, often fro","cbCaic2ex2L3duok","https://ap.wps.com/l/cbCaic2ex2L3duok","pdf",4609232,37,"English","# Abstract\n# Introduction and Motivation\n## Displacement and access to engineering learning\n## Decontextualized expertise and power dynamics","[{\"question\":\"Why are displaced learners often excluded from engineering education?\",\"answer\":\"Displacement cuts learners off from formal learning pathways and from ownership in new communities. Engineering expertise is also typically imported, leaving local knowledge uncentered.\"},{\"question\":\"What is the Localized Engineering in Displacement framework?\",\"answer\":\"It is a co-created pedagogical framework that integrates technical content, professional skills, and engineering design around locally identified needs. It is grounded in critical pedagogy and social justice.\"},{\"question\":\"What outcomes does the article report from the program?\",\"answer\":\"The article documents empowered identity and community impact, including student development of a self-image as engineers and effects through engineered products, teacher development, and collaborative research.\"}]","Localized Engineering in Displacement - Volume 10 - Issue 1 | PDF",1792066572,93,{"code":4,"msg":82,"data":100},[101,105,109,113,118,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":114,"slug":145},19,"General","general"]