Operationalising Anti-Oppression in Doctoral Nursing Education

Area of Science:

• Nursing Education
• Pedagogical Theory
• Social Justice in Health

Background:

• Traditional doctoral nursing programs often rely on individualistic learning, potentially limiting the development of critical perspectives.
• There is a need for pedagogical frameworks that actively address social issues like oppression and health inequity.

Purpose of the Study:

• To outline a progressive pedagogy for doctoral nursing education.
• To advocate for collaboration and collective world-building as strategies for developing liberatory knowledge.
• To propose a framework grounded in the theories of bell hooks and Paulo Freire.

Main Methods:

• Conceptual exploration and vision statement.
• Theoretical analysis of emancipatory pedagogies.
• Review of literature on collaboration in doctoral programs and reflective accounts.

Main Results:

• Identified limitations of traditional, individualistic doctoral nursing education.
• Proposed a re-envisioned pedagogical framework emphasizing community and collective inquiry.
• Highlighted the potential for this framework to foster anti-oppression and decolonization.

Conclusions:

• A progressive, collaborative pedagogy can enhance doctoral nursing education.
• This approach aims to operationalize anti-oppression and decolonization in knowledge production.
• Graduates will be better equipped to tackle complex social and health inequities.