Ten calls to action to integrate Indigenous Knowledges and perspectives into the Biosystems Engineering Program at the University of Manitoba

• Published in: Canadian biosystems engineering 2022-03, Vol.63 (1), p.9-9.17
• Main Authors: Ruta, Alyssa, Seniuk Cicek, Jillian, Mante, Afua, Speare, Marie, Herrmann, Randy
• Format: Article
• Language: English
• Subjects: Capacity development; Collaboration; Colleges & universities; Colonization; Culture; Curricula; Education; Engineering; Engineering education; Engineering profession; Ethics; Indigenous knowledge; Indigenous peoples; Knowledge; Literature reviews; Native peoples; Professional practice; Students; Teaching methods
• ISSN: 1492-9058; 1492-9066
• DOI: 10.7451/CBE.2021.63.9.1

In this study, a rapid grey and academic literature scoping review was conducted to investigate how Indigenous Knowledges, perspectives, values and cultures are being incorporated into engineering education in several colonialized countries. The findings were used to make recommendations on advancing the Biosystems Engineering curriculum at the University of Manitoba to educate future engineers who have the cultural capacity to work ethically, respectfully, and reciprocally in engineering practice and partnership with Indigenous Peoples and communities. The study was spurred in part by the Truth and Reconciliation Commission of Canada’s 94 Calls to Action. In collaboration with Indigenous Peoples, calls for integrating Indigenous knowledge and teaching methods into classrooms and building student capacity for intercultural understanding, empathy, and mutual respect. Sources for this review were gathered from Canada, the United States, Australia, and New Zealand, countries that share a similar history of European colonization and are developing methods for curricular change. The findings demonstrated that incorporation of Indigenous Knowledges perspectives in engineering education can be organized into five main themes: 1. capacity building for engineering educators, 2. consultation and collaboration with Indigenous Peoples and communities, 3. coalescing dominant, Indigenous and engineering perspectives, 4. preparing students for professional practice with Indigenous Peoples, and 5. developing a new curriculum. By incorporating these recommendations, engineering educators will help create an educational environment where Indigenous Peoples and their ways of knowing, being and doing have space alongside Western and engineering worldviews. This will prepare engineering students for culturally sensitive and ethically sound professional practice and support the students who will see themselves reflected in Biosystems Engineering.