This paper explores colonial trauma and its impact on First Nations research education, suggesting transformative changes.
Key Points
The paper demonstrates how colonial trauma affects research and education practices for First Nations peoples, calling for urgent methodological change.
Narrative accounts show that intergenerational trauma and systemic racism challenge Indigenous engagement in research and reveal ethical governance issues.
A decolonising approach is needed to acknowledge First Nations knowledge systems, creating pathways for culturally responsive education and research.
Transformative changes in research education can reduce harm and enhance collaborations between researchers and Indigenous communities, promoting justice.