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Engineering, Social Justice, and Peace (ESJP) is an interdisciplinary field of study within and across engineering, engineering education research, and science, technology and society. ESJP scholars investigate the injustices within engineering and are committed to develop engineering methods and conceptual frameworks that could foster a more peaceful and just global society. Although the term social justice is largely accepted by individuals involved with ESJP, others prefer to use different terms for strategic or other reasons. Some of the alternative terms that are often used comprises Social Responsibility and Social Sustainability. Despite the variety of terms used, they all share the values and aims described in this article.

Engineering Epistemology and Axiology
Many ESJP scholars are interested to unveil what types of knowledge (epistemology) and what set of values (axiology) are at the base of engineering, how they historically developed, and the consequences engineering epistemology and axiology have on perpetuating social (in)justices. For instance, in her book, Engineering and social justice, Dr. Riley analyzes popular jokes about engineering and engineers to unpack some of the common engineering mindsets and demonstrated the dominance of such mindsets in the engineering discipline drawing from inter-disciplinary source of literature. She found that engineers are Such way of thinking is very similar to what Herbert Marcuse and Donald Schon call Technical Rationality and Dr. Riley argues that this way of thinking can have very harmful consequences for the well-being of our societies.
 * 1) prone to solve problems at any costs, not considering the unintended and often harmful consequences of their work;
 * 2) only interested in the technical details of their work and tend to dismiss any information that comes from the contex: social, historical, cultural, political, personal...
 * 3) are easily co-opted.

With the purpose to further understand how the engineering discipline has historically evolved, especially, in USA, ESJP scholars have found a close connection between engineering and militarism / warfare. For instance, Dr. Lucena describes how engineering and science educational policies have been shaped by a need to defend USA from foreign threats. For instance, he demonstrates that while in the 50s and 60s engineers and scientists were educated to save the nation from Communism, 21st century policy-making has been influenced by the war against terror. Likewise, Dr. Niesuma and Dr. Blue suggests that engineering today can "be understood as a 'war-built discipline-even when practiced aprat from military institutions and projects" (p. 50).

EJSP scholars do not limit themselves to unpack and criticize dominant engineering knowledge and values, but also put forward different frameworks to understand and practice engineering in a socially just and peaceful manner.

Engineering Education
A second area of interest of ESJP scholarship regards the development and implementation of pedagogies of liberation (such as critical pedagogy and feminist pedagogy) in the engineering curriculum. The purpose is to disrupt what Freire calls the 'banking system' of education, in favor of instructional system that foster democratic, inclusive, and participatory learning and critical thinking within and about engineering , and that encourages social understanding and social and environmental activism. Two examples come from the work of Dr. Riley and Merisol Mercado Santiago. Dr. Riley developed a thermodynamics book companion based on pedagogy of liberation to "instilling critical thinking and reflective action in students by bringing attention to power relations in the classroom and in the world". In her work on the intersection between engineering and Buddhism, Santiago shows how to create culturally responsive educational environments in engineering.

The work of ESJP scholars do not limit on using pedagogies of liberation in the engineering curriculum, but also to reorganize the structure of engineering education by implementing policies that foster social justice.

Diversity in Engineering
This branch of ESJP scholarship focus on the experiences of underrepresented groups in engineering and the development of a more inclusive profession. For instance, scholars have published about the experiences of women, ethnic minorities , and LGBT engineering students and professionals. They also proposed ways to create a more equitable and just profession.

Humanitarian Engineering
Many EJSP scholars are involved in humanitarian engineering, local and international service-learning in engineering, social entrepreneurship, and similar. Some have produced constructive critiques of engineering practice in order to foster more democratic and emancipatory projects. Others have been active in implementing service-learning projects in engineering colleges. EJSP are also engaged in supporting students organization such as Engineers Without Borders and Engineers for a Sustainable World.

ESJP Network
Under the banner EJSP goes also a network of activists, academics, practitioners, and students with different background who work towards engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent. The EJSP network publishes the International Journal of Engineering, Social Justice, and Peace and organizes annual ESJP conference. The EJSP is not only committed to expand the literature on EJSP, but also takes action towards fostering a more just and peaceful society.

Peer-reviewed Journals
The main venue for scholarships on Engineering, Social Justice, and Peace is the International Journal of Engineering, Social Justice, and Peace ('''IJESJP). '''IJESJP "is dedicated to the theory and practice of engineering that extends social justice and peace in the world". Editors of IJESJP look for scholarship emphasizing approaches that "works toward engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent". Articles published in the IJESJP encompasses the following topics:
 * Alternative practices and conceptual frameworks of engineering that contribute to community empowerment, especially as related to the way engineering is organized and managed and what it is that engineers do and who it is they do it for;
 * Mainstream practices and conceptual frameworks of engineering that work at cross purposes to social justice and peace, including the relationship between engineering and dominant economic, government, and cultural institutions;
 * The relationship between engineering and the publics it serves, including needs assessments, engineer-community engagements, public dialogue surrounding engineering work, and engineers’ roles in technology policy making;
 * Engineering education strategies aimed at promoting social justice and/or peace, including matters of pedagogy, curricula design, and academic values and institutions.

Other journals that have published articles related to ESJP areas of interest, often under different denotations, are:
 * Engineering Studies: an interdisciplinary journal that focuses on critical analysis of engineers and engineering from historical, social, cultural, political, philosophical, rhetorical, and organizational perspectives.
 * Journal of Women and Minorities in Engineering and Science:  focuses on education, recruitment, and retention of under-represented groups in engineering and science.
 * International Journal of Gender, Science and Technology: focuses on gender issues in science and engineering
 * International Journal for Service Learning in Engineering, Humanitarian Engineering, and Social Entrepreneurship: focus on projects, programs, research and pedagogy that involve humanitarian engineering, social entrepreneurship, and service learning in engineering.

Annual Conferences
The major conference for scholar interested in ESJP is the ESJP conference which has been held annually since 2004. The first conference was hosted at Queen's University by Dr. Baillie. The conference was Engineering and Social Justice at that time. In 2006 Dr Baillie and Dr. Catalano collaborated for the second edition of the conference under the banner Engineering, Social Justice, and Peace, which was then kept for the subsequent conferences. The conference has been held internationally, including USA, Colombia, UK, and Canada.

Other conference in which scholars can find a space to talk about and present papers on ESJP are:
 * The annual American Society for Engineering Education (ASEE) conference.
 * The IEEE Global Humanitarian Technology Conference (GHTC).
 * The IEEE Frontiers in Engineering Education Conference

Books

 * Baillie, C. (2006). Engineers within a local and global society . San Rafael: Morgan & ClaypoolPublishers.
 * Baillie, C., & Catalano, G. (2009). Engineering and society: Working toward social justice, Part I, II, III. San Rafael: Morgan & Claypool Publishers.
 * Baillie, C., Pawley, A., & Riley, D. (2012), Engineering and social justice: In the university and beyond.West Lafayette: Purdue University Press.
 * Catalano, G. (2006). Engineering ethics: Peace, justice, and the earth. San Rafael: Morgan & Claypool Publishers.
 * Lima, M., & Oaks, W. (2006). Service learning: Engineering in your community . St. Louis, MO: Great LakesPress.
 * Lucena, J. (2005). Defending the nation: US policymaking in science and engineering education from sputnik to the War against terrorism. Lanham: University Press of America.
 * Lucena, J. (ed). (2013). Engineering Education for Social Justice: Critical Explorations and Opportunities. Dordrecht, Netherlands: Springer Science+Business Media.
 * Lucena, J., Schneider, J., & Leydens, J. A. (2010). Engineering and sustainable community development. San Rafael: Morgan & Claypool Publishers.
 * Riley, D. (2008). Engineering and social justice. San Rafael: Morgan & Claypool Publishers.
 * Riley, D. (2011). Engineering thermodynamics and 21st century energy problems: A textbook companion for student engagement. San Rafael: Morgan & Claypool.
 * Vaselind, P. A. (2005). Peace Engineering: When Personal Values and Engineering Careers Converge. Lakeshore Press.

Peer-reviewed journal articles

 * Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies. 3 (1), 1–24.
 * Claris, L., & Riley, D. (2012). Situation critical: critical theory and critical thinking in engineering education. Engineering Studies, 4(2), 101-120.
 * Leydens, J. A., Lucena, J. C., & Schneider, J. (2012). Are engineering and social justice (in) commensurable?A theoretical exploration of macro-sociological frameworks. International Journal of Engineering, Social Justice, and Peace, 1 (1), 63–82.
 * Nieusma, D., & Riley, D. (2010). Designs on development: Engineering, globalization, and social justice. Engineering Studies. 2 (1), 29–59.
 * Riley, D., & Claris, L. (2009). From persistence to resistance: Pedagogies of liberation for inclusive science and engineering. International Journal of Gender, Science and Technology, 1 (1),36–60.
 * Schneider, J. (2010). Engineering and the values of social justice. Engineering Studies, 2 (1), 1–4.

Thesis

 * Kabo, J. (2010). Seeing through the lens of social justice: A threshold for engineering. Ph.D.Thesis, Queen’s University, Kingston, Ontario, Canada.