Nbwaa-ka-win: To cherish knowledge is to know wisdom

Kim English

doi:10.25071/2291-5796.50

Authors

Kim English Trent/Fleming School of Nursing

DOI:

https://doi.org/10.25071/2291-5796.50

Keywords:

Nbwaa-ka-win, Personal Reconciliation, Decolonizing Nursing Education, Strengths-Based, Post-Colonial theory

Abstract

This reflection paper represents my own efforts at personal reconciliation as a settler nurse educator. A portion of these efforts include my analysis and experience of the current state of nursing academia within the context of our profession’s necessity to meet relevant calls to action stated within the Truth and Reconciliation Commission’s report. Key issues such as problematic texts accepted as ‘nursing fundamentals’, the invisibility of Indigenous knowledge coupled with the perpetuation of colonial stereotypes are discussed within the context of Nbwaa-ka-win. The application of post-colonial theory as part of a strengths-based approach to the decolonization of nursing education is presented.

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Author Biography

Kim English, Trent/Fleming School of Nursing

Kim English, RN, BScN ( Ryerson), MN (Toronto), EDd (in progress) is a faculty member in the Trent/Fleming School of Nursing with a passion for socially just nursing practice. Her research interests lie in the geography of rural and remote nursing practice, specifically celebrating the techinical and advocacy skills of rural and remote nurses. Other research interests include the use of technology to support nursing practice and education, and LGBTQ advocacy in Nursing curricula.

Kim has made a long commitment in education to supporting the development of new nurse leaders and advocates and teaches 2 courses in the undergraduate curriculum to achieve this.

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