Misconceptions about Aboriginal cultures and their access to an understanding – and use – of mathematical concepts have had a powerful and enduring impact on beliefs about their level of sophistication. One widely held belief is that Aboriginal cultures had very limited language references to numbers, being associated with a belief that ‘numbers’ are essential for measuring and assessing things (mathematics tasks) this combination has created a perception that these cultures are, therefore primitive and ignorant of facts known to ‘more sophisticated’ cultures.
Intersecting Worldviews with which to explore Aboriginal Engineering
Wherever there are competing worldviews, there are also competing motivations and agendas. Awareness of this shaped our exploration of how engage with Aboriginal students, and their communities, in regard to developing greater interest in engineering as a career.
In seeking to focus our work we identified three particular worldviews with which to explore aspects of the interactions among engineering activity and community needs and goals. These worldviews were chosen from among the many that are available, and we use them as tools for exploration, without suggesting they are the only ways of seeing the world.
Values and beliefs influence every aspect of how we suggest managing relationships among the factors in the intersection. In this regard we developed a set of principles we call the ‘5 Rights’ to guide interactions among the three worldviews.
These ‘5 Rights’ are not about entitlements. They are about appropriateness and suitability of behaviours, and are intended to guide thinking and actions in those complex situations where the Worldviews are interacting. The ‘5 Rights’ are
The following story illustrates their successful application to a specific teaching context.