teaching about Indigenous Peoples & colonialism
We are assessing the effects of learning about Indigenous Peoples and colonialism in relation to beliefs and attitudes
Our team is exploring the current landscape of Indigenous education curricula and programs that teach about the legacy of colonialism in Canada. Some of this work is focused on assessing how such educational “interventions” are associated with beliefs and attitudes related to Indigenous peoples.
This research is being used to inform the development of training programs and educational interventions that are meant to improve learners’ understandings of the legacy of colonialism, improve intergroup attitudes toward Indigenous peoples, and promote collective and allied support to address Indigenous health and social inequities. (Please see Training & Education page for more information about the training being developed and piloted).
Despite the stress and trauma experienced, Indigenous peoples continue to demonstrate their strength and resilience in various ways. To find out how various aspects of cultural identity and engagement can buffer against the negative effects of adversity and promote wellness, please click here.
To find out how our research is beginning to assess how biological factors might be involved in the transmission of effects of residential schools or the child welfare system across generations, please click here.
To find out how the consequences of numerous harmful past and ongoing aspects of settler colonialism in Canada are contributing to health and social inequities relative to the non-Indigenous population in Canada, please click here.
To find out how our research has been used in various ways to benefit Indigenous peoples, including by providing evidence of the continued direct and intergenerational effects of the residential school system and the child welfare system so that Indigenous and non-Indigenous peoples can have a shared understanding of the legacy of colonialism in Canada, please click here.
Recent Publications
on teaching about Indigenous Peoples & colonialism
2025
Melro, C. M., Bombay, A., Robinson, M., Martin, D., Bombay, K., & Hackett, L.S. (2025). Indigenous youth engagement in research: A scoping review of Community-based Participatory Action Research (CBPAR) in Canada and the USA. International Journal of Adolescence and Youth, 30(1), 2435264.
2024
Melro, C. M., Matheson, K., & Bombay, A. (2024). What Outcomes Are Associated with Learning About Colonialism and Its Impacts on Indigenous Peoples in Health Professional Programs? A Critical Integrative Review. Perspectives on medical education, 13(1), 677–683.
2023
Purdy, C., Braddon, K., Bombay, A., Sylliboy, A., Franz-Odendaal, T., Grant, S. (2023). Exploring Collaborative Approaches to Indigenous Science Outreach Programs on Turtle Island: A Scoping Review. Healthy Populations Journal, 3, 92-109.
2023
Melro, C. M., Matheson, K., & Bombay, A. (2023). Beliefs around the causes of inequities and intergroup attitudes among health professional students before and after a course related to Indigenous Peoples and colonialism. BMC medical education, 23(1), 277.
2021
Doria, N., Biderman, M., Sinno, J., Boudreau, J., Mackley, M. P., & Bombay, A. (2021). Barriers to Including Indigenous Content in Canadian Health Professions Curricula. Canadian Journal of Education/Revue Canadienne de l’éducation, 44(3), Article 3.