Analyzing the intersections of institutional and discourse identities in engineering work at the local level
Engineering identity has become a prominent theme in engineering education of late. In 2006, the Journal of Engineering Education identiﬁed engineering epistemology, deﬁned as ‘what constitutes engineering thinking and knowledge within social contexts now and into the future,’1 as a major research area for the ‘new’ discipline of engineering education. Such work, however, is not new; engineering identities have long been critically examined in both science and technology studies (STS) and writing studies. Although a full review of work in these areas is outside the scope of this article, a brief highlight of selected issues provides important context for our examination of discursive enactments of engineering identities.