Moving beyond the rhetoric of social justice in nursing education: Practical guidance for nurse educators committed to anti-racist pedagogical practice

Rachel Garland; Mary Lou Batty

doi:10.25071/2291-5796.96

Authors

Rachel Garland, RN, BScN, CCN(C) University of Victoria
Mary Lou Batty, RN, PhD University of New Brunswick, Faculty of Nursing

DOI:

https://doi.org/10.25071/2291-5796.96

Keywords:

nursing education, critical pedagogy, anti-racism, nurse educator, anti-oppression

Abstract

We argue that while the discipline of nursing aligns with the ideals of social justice and anti-racism, it has been challenging for nurse educators to translate these ideals into practice. In this discussion paper, we explore these challenges. Of note, there is little guidance for nurse educators to support student knowledge development in addressing the complex issues surrounding anti-racist and anti-discriminatory practice. Accordingly, we utilized Peggy Chinn’s Peace and Power framework as a guide to develop an anti-racist practice that is underpinned by critical pedagogy. Our aim is to provide teaching and learning strategies for nurse educators to address racism, discrimination, and oppression in undergraduate nursing learning environments. Implications of this article include guidance for nurse educators who are committed to anti-racist pedagogical practice.

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Author Biographies

Rachel Garland, RN, BScN, CCN(C), University of Victoria

Rachel Garland is a Master's of Nursing Education student at the University of Victoria. Rachel is also the Heart Function Clinic Coordinator and Educator in Fredericton, NB.

Mary Lou Batty, RN, PhD, University of New Brunswick, Faculty of Nursing

Mary Lou is a Senior Teaching Associate at the University of New Brunswick, Faculty of Nursing (Fredericton Campus). She has worked in the areas of maternal child and community nursing for more than thirty years.

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