Operationalising Anti-Oppression in Doctoral Nursing Education

Outline the rationale, experiences and vision for a progressive pedagogy in nursing doctoral education that embraces collaboration and collective world-building as strategies for developing liberatory knowledge.

Conceptual exploration and vision statement grounded in the pedagogical theories of hooks and Freire.

Theoretical analysis of emancipatory pedagogies, review of existing literature on collaboration in doctoral programs and a reflective account. The framework proposed is informed by bell hooks' engaged pedagogy and Freire's critical pedagogy.

The paper identifies the limitations of traditional, individualistic approaches in doctoral nursing programs and proposes a re-envisioned pedagogical framework that emphasises community and collective inquiry.

The proposed progressive pedagogy for doctoral nursing education seeks to operationalise anti-oppression and decolonisation by fostering a collaborative and community-based approach to knowledge production.

Implementing this progressive pedagogical framework in doctoral nursing education can lead to the development of researchers who are better equipped to address social problems such as racism, oppression and health inequity.

EQUATOR guidelines are not applicable.

This study did not include patient or public involvement in its design, conduct or reporting.