Seeding new SPACEs: Six principles to guide reflection as we embed Indigenous perspectives into engineering courses

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Michael, Ruby N
Campbell, Jennifer
Crough, Julie
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2022
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Sydney, Australia

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CONTEXT: Embedding Australian Indigenous perspectives into a course or program is as much about the ‘way’, as the ‘why’ and ‘what’. Course convenors have a wide range of levels of experience, familiarity and understanding of Indigenous perspectives. Colleagues whose cultural backgrounds and countries of origin vary, bring further diversity to the way embedding Indigenous perspectives may be approached or valued. The approach adopted to embed Indigenous perspectives into our large first year engineering course was adapted from “Embedding Indigenous Perspectives into Engineering Education” and related publications (Goldfinch et al., 2016; Kennedy et al., 2016).

PURPOSE OR GOAL: This practice-based paper distils the principles that worked well for us in embedding Indigenous perspectives into a large first year engineering design course, with an aim to offer these as points of reflection for colleagues seeking to embed Indigenous perspectives into their own courses.

APPROACH OR METHODOLOGY/METHODS: The authors used a process of yarning outside of course time to build a relationship of trust and a safe place to reflect. Through this dialogue, general principles emerged that related to the ‘way’ we were doing things that complemented the ‘why’ and ‘what’ we were doing. As we entered into new relationships with colleagues seeking to embed Indigenous perspectives into their courses, we found the principles useful to guide the creative implementation process.

ACTUAL OR ANTICIPATED OUTCOMES: Six principles are outlined in this paper as a starting point for colleagues seeking to embed Indigenous perspectives. These principles are about seeding the right SPACE for learning and engagement, underpinned by positive and trusting relationships. Principle 1: Safe space – for supportive and uncomfortable conversations. Principle 2: Privileging Indigenous voices – listening, not speaking on behalf of. Principle 3: Authentic assessments and activities – integrative not add-on. Principle 4: Contemporary view of Indigenous engineering – not only historical. Principle 5: Engaging a spirit of curiosity – we are all learning. Principle 6: Relationships nurtured over time – underpinning all principles.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY: These six principles serve to provide those seeking to embed Indigenous perspectives into their courses or programs with a starting point and ‘way’ forward. The sixth principle of relationships supports the other five principles in a pervasive way. Relationships may include relationships with other educators who have experience embedding Indigenous perspectives, relationships with Indigenous engineers and networks within and external to the University, to be nurtured over time.

KEYWORDS: Indigenous engineering, community or practice, principles of practice

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Proceedings of Annual Conference of the Australasian Association for Engineering Education (AAEE2022)

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© The Author(s) 2022. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).

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Science, technology and engineering curriculum and pedagogy

Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)

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Michael, RN; Campbell, J; Crough, J, Seeding new SPACEs: Six principles to guide reflection as we embed Indigenous perspectives into engineering courses, Proceedings of Annual Conference of the Australasian Association for Engineering Education (AAEE2022), 2022