ABSTRACT

This article critically considers the work being done to bring Indigenous Peoples, Knowledges, and perspectives into the dominant structures of engineering education in Canada. We use Gaudry and Lorenz’s (2018. “Indigenization as Inclusion, Reconciliation, and Decolonization: Navigating the Different Visions for Indigenizing the Canadian Academy.” AlterNative: An International Journal of Indigenous PeoplesAlterNative 14 (3): 218–227. doi:10.1177/1177180118785382) spectrum of Indigenization to evaluate self-reported contributions from 25 engineering programs and four engineering organizations. Findings show much of the work being done in Canada is in Indigenous Inclusion and Reconciliation Indigenization, with some Decolonial Indigenization. Efforts in reconciliation and decolonization are seen predominantly in integrated, grassroots initiatives, with institutional initiatives found largely in inclusion. We submit that a diversified strategy and decolonized policies are needed to achieve Decolonial Indigenization. The intention of this work is to create an ethical space where Indigenous and non-Indigenous engineering educators can listen to and learn from one another. Guided by Etuaptmumk (Two-Eyed Seeing), we can advance Indigenous ways of knowing, being, and doing in engineering education in Canada and around the world.

摘要

本文批判性地考虑了为将土著人民、知识和观点带入加拿大工程教育的主导结构所做的工作。我们使用 Gaudry 和 Lorenz 的（2018 年。“作为包容、和解和非殖民化的本土化：导航加拿大学院本土化的不同愿景。” AlterNative：国际土著人民杂志AlterNative14 (3): 218-227。doi:10.1177/1177180118785382) 本土化范围，以评估 25 个工程项目和 4 个工程组织的自我报告贡献。调查结果显示，加拿大正在进行的大部分工作是在土著包容与和解本土化方面，还有一些非殖民化的本土化。和解与非殖民化的努力主要体现在综合性基层举措中，机构举措主要体现在包容性方面。我们认为，实现非殖民本土化需要多元化战略和非殖民化政策。这项工作的目的是创造一个道德空间，让土著和非土著工程教育者可以相互倾听和学习。由Etuaptmumk（两眼看见）引导)，我们可以在加拿大和世界各地推进土著人在工程教育中的认识、存在和实践方式。