摘要：This paper is written to link liberatory pedagogy with engineering education and sustainable development Its application to specifically, design education for community is explored through deconstructing of engineering student narratives to place understanding of power and privilege in a specific learning setting. The use of liberatory pedagogy for design education and SD is attempted where there is need of changes in understanding of learning outcomes for SD aimed at producing of sustainable physical products to address SD problems in community-based projects. We argue against the simple-minded approach of producing physical products and undermine the intersections of other knowledge forms within the community context. Without pedagogic intervention, we undermine other knowledge forms and cultures in its importance amidst technical knowledge seen as which is valid for SD. Extending liberatory pedagogy to constructivists’ perspective we discuss the importance of intervention in the broader image of the engineer as the technical expert who share knowledge in partnership for SD.
