Abstract

This paper engages with how engineering education in Sweden have been retooled towards literacy in social justice. To achieve this, the authors used a set of pedagogical tools aimed at analytical thinking, critical reflection, and peer-review by students. The students were asked to use the tools in the course to critically analyze social justice in the city planning of twentieth century Stockholm, Sweden. This included, for example, national identities, social engineering, and politics that shaped Swedish society. The authors conducted a textual analysis of student essays on social justice that indicate increased social justice literacy and a shift towards the practices of engineers’ work with city planning. The study concludes by discussing conditions for engineering students to gain familiarity with formats used for critical reflection within the humanities.