Emancipatory pedagogy in nursing education: a dialectical analysis

Area of Science:

• Nursing Education
• Pedagogy
• Social Justice in Healthcare

Background:

• A shift from behaviorist models in nursing education is needed.
• Diverse interpretations of emancipatory pedagogy have led to fragmentation.
• Understanding these diverse views is crucial for educational reform.

Purpose of the Study:

• To analyze and synthesize the varied conceptions of emancipatory pedagogy in nursing literature.
• To identify controversies regarding the existence, nature, and value of emancipatory pedagogy.
• To provide a clearer understanding of this educational paradigm.

Main Methods:

• Utilized Adler's philosophic dialectic method.
• Analyzed existing literature on emancipatory pedagogy in nursing.
• Identified key points of agreement and disagreement among authors.

Main Results:

• Identified four conceptualizations of emancipatory pedagogy: fostering critical thinking, constructing egalitarian power relations, increasing awareness of gender-based injustices, and transforming oppressive social structures.
• Found a common theme that emancipatory pedagogy is a political endeavor to liberate nurses from oppression.
• Detailed specific points of contention within each conceptualization.

Conclusions:

• Emancipatory pedagogy in nursing education is multifaceted, encompassing critical thinking, power dynamics, gender justice, and social transformation.
• Recognizing and debating these diverse viewpoints is essential for advancing nursing education.
• This work provides a foundation for future scholarly discussion and development in the field.