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Published on: June 21, 2010
Contesting neoliberal-colonial curricular governance: A critical discourse analysis of national nursing education
1Department of Sociology and Behavioral Sciences, De La Salle University, Manila, Philippines.
Background:
Formation of justice-consciousness (i.e., the awareness of and commitment against social and health injustices) among nursing students is shaped by curricula. However, in source countries of global nursing migration networks, neoliberalism and coloniality permeate curricular governance, which can influence how social justice can potentially be foregrounded in education.
Aim:
To critically deconstruct neoliberal and colonial logics in the texts of the national Bachelor of Science in Nursing education policies, standards, and guidelines document (PSGs) of a nurse-exporting state (i.e., Philippines).
Methods:
Faircloughian Critical Discourse Analysis.
Results:
The PSGs document uses extensive governing grammar (e.g., material transitivity, narrow dialogicality, high-obligation modality, moralized language, lexical choices to construct the "ideal BSN graduate") to deploy neoliberal managerialism through audit culture, and coloniality through mainstreaming of external standards and global comparability. Policy openings for empathy and justice-consciousness raising are identified.
Conclusion:
Neoliberal and colonial logics operate inside a regulatory curriculum text to shape the ideal nurse and the conditions of possibility for justice-oriented education, especially in a high nurse emigration country. Faculty and administrators are enjoined to use policy openings as levers to innovate and (re)center justice in nursing education.
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