This paper synthesizes the literature on indigenous ways of doing or what we call ethno-engineering. Western literature on indigenous knowledge is expansive, yet a deliberate focal point and explicit conceptualizations on ethno-engineering in indigenous literature are slim. In this paper, we have collected scholarly literature on indigenous knowledge and synthesized articles specifically on ethnoengineering. We have exemplified this literature with several published case studies in order to contrast indigenous-engineering with Western-engineering. Our literature review methods proceeded in two phases. During the first phase we accumulated relevant sources (N=89), compiled these in a database, and coded them with an eight-item framework. In the second phase, we sampled literature from the initial database (N=32) and coded these items more extensively using an inductively developed coding scheme. In addition, this paper includes four case studies highlighting indigenous engineering practices and associated principles. Our intent was to contribute to a starting conversation on indigenous engineering, bringing it to the forefront of social justice engineering discourse.
KEYWORDS: engineering, indigenous knowledge, ethno-engineeringDisclaimer: This paper was written by two authors 1 who grew up in the developed part of the Western world with experience in different countries and cultures within the developed Western world and to a limited extent in the southern hemisphere world. One of the authors brings with him an academic background in engineering. The other author brings a background in education and Religious Studies, a field of study concerned with the cultural phenomenon of religion, not the doctrine of a particular religion. Both received academic training in philosophy. The frame of reference for this paper is mixed as it draws from the literature of the social justice and engineering reform movement within the United States and from literature, which originated on an international level such as UNESCO and locally at different places around the world. We are cognizant that our backgrounds impact how we frame this paper and do not presume to have escaped them; we attempt to reflect at our personal and professional mindsets, along with our own cultures' presumptions about indigenous cultures. Our focus on indigenous knowledge could be perceived as a secondary form of colonialism, this time robbing the cultures of their knowledge and innovative processes. For us, by looking at what we can learn from indigenous cultures we attempt to de facto reverse existing prescribed roles making us, as "Westerners," the listeners and learners in this situation. While our approach and mindsets might be interpreted as naïve, we argue that they are respectful, as we are explicitly conscious that our own cultural norms, including our research approach, may not do justice to other cultures, and our findings are at best approximations.