Abstract
Context: Construction is an area where Aboriginal consultation have been carried out in a comprehensive process and with benefit to the community in terms of innovative designs, cultural experiences and improving sustainability in construction. We are engaging members of Aboriginal communities and engineers on their experiences with community consultations relating to sites, artefacts and construction in Sydney to support our students in understanding the complexity of these projects.
Purpose: We base our research on work by Rigney (2006) who discusses Indigenist Research; Kennedy et al. (2016) who work in appropriate Engineering processes; Cox (2014) who analyses health, wellbeing and IT projects; and other researchers. This has provided protocols for managing engagement with Aboriginal communities, but practitioners still find it difficult to envisage what is the process or protocols to be followed in a specific practice and how they can be implemented in a real context. Also, the benefits of productive consultations are not always promoted, yet these provide a positive perspective on cross-cultural work.
Approach: We are looking at case studies of how some construction projects in Sydney were managed when they impinged on Aboriginal cultural heritage. From this we extract common themes and link to this previous research. This will provide both practical examples and pragmatic steps for engagement with community. This will be expanded with an understanding of why these different protocols exist and why they are significant to the Aboriginal communities. Results: While the projects and the communities involved in consultation are very different, we find that the issues that are important for managing consultations and collaborative projects are consistent. They relate to the fundamental cultural values of the Aboriginal peoples involved and how these are reflected in construction projects. The resulting case examples are presented in a format suitable for practical examples in teaching Aboriginal knowledge to engineering students.
Conclusions: Expanded guidelines are developed to provide a more process-based approach to the area of Indigenous consultation and engagement in Engineering Management.
Purpose: We base our research on work by Rigney (2006) who discusses Indigenist Research; Kennedy et al. (2016) who work in appropriate Engineering processes; Cox (2014) who analyses health, wellbeing and IT projects; and other researchers. This has provided protocols for managing engagement with Aboriginal communities, but practitioners still find it difficult to envisage what is the process or protocols to be followed in a specific practice and how they can be implemented in a real context. Also, the benefits of productive consultations are not always promoted, yet these provide a positive perspective on cross-cultural work.
Approach: We are looking at case studies of how some construction projects in Sydney were managed when they impinged on Aboriginal cultural heritage. From this we extract common themes and link to this previous research. This will provide both practical examples and pragmatic steps for engagement with community. This will be expanded with an understanding of why these different protocols exist and why they are significant to the Aboriginal communities. Results: While the projects and the communities involved in consultation are very different, we find that the issues that are important for managing consultations and collaborative projects are consistent. They relate to the fundamental cultural values of the Aboriginal peoples involved and how these are reflected in construction projects. The resulting case examples are presented in a format suitable for practical examples in teaching Aboriginal knowledge to engineering students.
Conclusions: Expanded guidelines are developed to provide a more process-based approach to the area of Indigenous consultation and engagement in Engineering Management.
| Original language | English |
|---|---|
| Title of host publication | 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018) |
| Place of Publication | Hamilton, New Zealand |
| Publisher | Engineers Australia |
| Pages | 387-394 |
| Number of pages | 8 |
| ISBN (Print) | 9781925627367 |
| Publication status | Published - Jan 2018 |
| Externally published | Yes |
| Event | Australasian Association for Engineering Education Conference 2018 - Hamilton, New Zealand Duration: 9 Dec 2018 → 12 Dec 2018 Conference number: 29th https://aaee.net.au/2018/02/20/aaee-2018-hamilton-nz-9-12-december-2018/ |
Conference
| Conference | Australasian Association for Engineering Education Conference 2018 |
|---|---|
| Abbreviated title | AAEE 2018 |
| Country/Territory | New Zealand |
| City | Hamilton |
| Period | 9/12/18 → 12/12/18 |
| Internet address |