INDIGENOUS INITIATIVES IN ENGINEERING EDUCATION IN CANADA: COLLECTIVE CONTRIBUTIONS

J Seniuk Cicek,R Herrmann,S Staub-French,A.L Steele,S Gauthier,J Bazylak,D Burgart,P Rogalski,M Robinson,S Mattucci,A Mante

doi:10.24908/pceea.vi0.14162

Abstract

The purpose of this Participatory Action Research (PAR) project is to share with the CEEA-ACEG membership the Indigenous initiatives being taken in CEAB accredited engineering programs across Canada. We received contributions from 24 institutions and 4 organizations, from which 11 categories of initiatives emerged. The intention is to create an ethical space where Indigenous and non-Indigenous engineering educators can learn from one another, and work together guided by Etuaptmumk (Two-Eyed Seeing), to advance Indigenous ways of knowing and being in engineering in Canada. This project is ongoing. Contact us if you wish to contribute and/or engage in the projects arising from this work.

Highlights

There is a movement in the engineering profession in Canada to increase Indigenous representation and belonging [1]
Indigenous initiatives in engineering education have started in diverse ways and are at different stages in engineering institutions across the country
The purpose of this work is to: (i) provide a cohesive overview of the Indigenous initiatives being undertaken in accredited engineering programs across the country; (ii) build bridges between institutions so that Indigenous and non-Indigenous engineering educators can learn from, and support one another in this work; (iii) create an “ethical space” [3] in engineering education for Indigenous and western knowledges, perspectives, principles and values to co-exist; and (iv) inspire CEEA-ACEG to work together to significantly advance Indigenous initiatives in engineering

Summary

Introduction

There is a movement in the engineering profession in Canada to increase Indigenous representation and belonging [1]. The engineering education field is contributing to the repair and building of the relationship between the engineering profession and the Indigenous communities in Canada through the enhancement of engineering education in significant and culturally sensitive ways. This is in alignment with the Truth and Reconciliation Commission of Canada 94 Calls to Action, which calls upon federal, provincial, and territorial governments in consultation and collaboration with Survivors, Aboriginal peoples, and educators to integrate Indigenous knowledge and teaching methods into postsecondary curricula [2]. To support and advance this work, it is critical to share the initiatives that are taking or have taken root across the country, and build bridges among our institutions

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