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在萨斯喀彻温省的本科护理课程中对土著化的批判性话语分析
1University of Regina, Regina, Saskatchewan, Canada.
加拿大护理项目正在努力实现土著化,重点关注包容,关系,和解和非殖民化. 然而,种族主义仍然是一个障碍,突显了护士教育需要明确的定义和脱殖民主义的方法.
科学领域:
- 护理教育 护理教育
- 土著研究土著研究.
- 批判性话语分析 批判性话语分析
背景情况:
- 加拿大护士对土著化的承诺,受到真相与和解委员会的行动呼吁的推动.
- 殖民主义在加拿大医疗保健和护理教育中的历史背景.
- 需要了解萨斯喀彻温省本科护理课程中的土著化现状.
研究的目的:
- 探索萨斯喀彻温州护理计划中的土著化定义和实施.
- 分析战略计划和员工实践如何塑造土著化工作.
- 通过本土化话语和实践,研究权力结构的永存或转型.
主要方法:
- 对三所中学后机构的战略计划进行批判性话语分析.
- 与七名护理工作人员进行半结构面试.
- 理论框架使用斯皮瓦克的边缘性解构和费尔克洛的辩证关系方法.
主要成果:
- 确定了四个关键构造:土著包容,关系,和解和非殖民化.
- 发现将这些结构视为可互换的,破坏了土著化目标.
- 观察到土著知识的集中,但也认为持续的种族主义是障碍.
结论:
- 明确定义土著化及其目标对于解构权力动态至关重要.
- 在护理教育中,对种族主义的持续审查至关重要.
- 在日常的土著化努力中采用非殖民化的镜头可以改变护理学院.
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