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This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents.

Whether and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate is given comprehensive coverage - presenting both instrumentally inclined as well as radical positions on transforming engineering education.

In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area.

Using context as "bridge" this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe - both East and West - with the United States, China, Brazil, India and Australia.

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"The two volumes together provide an extensive space for a varied array of individuals, established and ascending, who are reflecting thoughtfully about engineering education and practice from a variety of perspectives and disciplines at a possible inflection point for the profession." (Glen Miller, Technology, Knowledge and Learning, Vol. 22, 2017)

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Steen Hyldgaard Christensen M.A. in Scandinavian Language and Literature and the History of Ideas, Aarhus University. Ph.D. in Educational Studies, Aalborg University. Senior lecturer at Aarhus University, School of Business and Social Sciences, Herning, Denmark, until 2014. From 2014, adjunct associate professor at Aalborg University, Denmark. He has initiated six big international inter- and metadisciplinary research projects on engineering including PROCEED and coordinated fi ve of them. He has acted in roles of editor-in-chief and coauthor of four books: Profession, Culture, and Communication: An Interdisciplinary Challenge to Business and Engineering (Institute of Business Administration and Technology Press 2003); Philosophy in Engineering (Academica 2007); Engineering in Context (Academica 2009); and Engineering, Development and Philosophy: American, Chinese, and European Perspectives (Springer 2012). Besides, he has coauthored A Hybrid Imagination: Science and Technology in Cultural Perspective (Morgan & Claypool Publishers 2011) together with Andrew Jamison and Lars Botin. In addition, he has published a number of articles on engineering epistemology, culture, and education. Current research interest includes academic drift in engineering education and structural dynamics in higher education.

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