Abstract
In a dynamic conversation between three design educators, the group explores their experiences in decolonizing education and fostering transformative learning environments. Their discussion emphasizes nurturing the "whole self"—intellectual, emotional, physical, and spiritual dimensions. The educators reflect on how to integrate holistic practices into a graduate level Engineering design reading course (SYDE760 - Decolonizing Engineering Design) that challenged traditional approaches which prioritize technical skills and expertise. Instead, their goal was to balance all aspects of the self, creating spaces where students could authentically engage and grow. The conversation highlights practical classroom experiences associated with Indigenous pedagogies and traditional knowledges, such as storytelling, land-based learning, and ceremonies, as tools for fostering connection and transformation. A pivotal moment they shared was a tobacco tie ceremony, where students reflected on gratitude and their relationships with the land and each other. These experiences allowed students to move beyond technical discussions, immersing themselves in practices that bridged the intellectual with the spiritual and emotional. Throughout their dialogue, the educators emphasize that decolonizing design education is not a prescriptive process but a relational journey.
DOI
https://doi.org/10.21606/drslxd.2025.083
Citation
Wexler, L., Borland, M.,and Sellen, K.(2025) Decolonizing the Engineering Designer, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.083
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Conversation
Decolonizing the Engineering Designer
In a dynamic conversation between three design educators, the group explores their experiences in decolonizing education and fostering transformative learning environments. Their discussion emphasizes nurturing the "whole self"—intellectual, emotional, physical, and spiritual dimensions. The educators reflect on how to integrate holistic practices into a graduate level Engineering design reading course (SYDE760 - Decolonizing Engineering Design) that challenged traditional approaches which prioritize technical skills and expertise. Instead, their goal was to balance all aspects of the self, creating spaces where students could authentically engage and grow. The conversation highlights practical classroom experiences associated with Indigenous pedagogies and traditional knowledges, such as storytelling, land-based learning, and ceremonies, as tools for fostering connection and transformation. A pivotal moment they shared was a tobacco tie ceremony, where students reflected on gratitude and their relationships with the land and each other. These experiences allowed students to move beyond technical discussions, immersing themselves in practices that bridged the intellectual with the spiritual and emotional. Throughout their dialogue, the educators emphasize that decolonizing design education is not a prescriptive process but a relational journey.