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.
Sandon Point is a water front site on the south coast of NSW. In 2000, severe storms revealed it was also the burial site of an Aboriginal man interred around 7,000 years ago. As it was tagged for residential development there ensued a tense tug-of-war between the local Aboriginal community and developers, culminating in the establishment of Sandon Point Aboriginal Tent Embassy (SPATE) – which has now occupied the site for 15 years. From an Aboriginal Worldview the site is sacred. From a Western Worldview it is ‘prime real estate’ and from an Engineering Worldview it is a location where various technical problems exist. The Tent Embassy is a collection of structures sitting on flood prone land that lacks many of the facilities usually associated with residential occupation.
The need to develop Engineering solutions for some of these problems, became the focus of work as part of this project and that has been fertile ground for other aspects of our work. It was not hard to see that looking at this one space from three such different Worldviews leads to very different perspectives about what is significant within, and about, the space. In 2013 Sandon Point was chosen as the context for an assessment task within a first year Engineering subject. The process was aligned with that used for Engineering Without Borders projects – with a major variation. The students were introduced to the site, given detailed information about an Aboriginal perspective on life, society and the importance of the site, and then asked to develop engineering solutions appropriate to the site and culturally acceptable to the residents. Their solutions were shared with the local government authority, which also benefited from the care with which the students attended to the cultural sensitivities of the site while developing 21st century solutions for such problems as water supply, power generation and waste disposal.
With regard to the ‘5 Rights’ here is how they were applied to this context.
In this project the people involved were SPATE members, local government staff, academic staff and university students. The most vital ‘right people’ were the SPATE members involved, a fact which was highlighted 12 months later, when the absence of those same people meant the project could not be developed further. (see the note on Right Time)
Sandon Point is near the university campus and readily accessible. There is quite a lot of readily accessible information about SPATE and the history of its activities. There was a strong need to address the various engineering related topics for the students to exercise their creativity. The students met SPATE representatives on site, enabling them to get a deeply personal sense of what is involved in establishing and maintaining such a place.
The situation at SPATE was discussed with the people on site, using their own words to identify their priorities and needs. Similarly discussions with the local government staff were conducted in terms of their perceptions and priorities. While the academic staff involved were the one most directly involved, the students were kept well advised.
2013 was a moment in time when everything was aligned for such a project, as noted in ‘Right People’. And this fact emphasises the interconnectedness of all five Rights. By 2014 the series of changes that had occurred meant that Sandon Point could not be revisited in the same way.
This is perhaps the most complex factor and is both first and last in terms of sequencing. As with so much else in life there is a ‘right way’ and a ‘wrong way’ to get things done. Approaching a project like this while using an entirely Western worldview would have failed, because that kind of framework seldom allows scope for attending to philosophical and social beliefs prior to taking action. Taking time to visit and sit with the Embassy people, providing detailed information about appropriate ways to treat the land. Setting technical criteria to replicate local traditions ensured that students experienced the ‘right way’ of approaching such a context, and their feedback reflected enhanced awareness of what it means to be Indigenous.