Melino K, Louie-Poon S. Operationalising Anti-Oppression in Doctoral Nursing Education.
J Adv Nurs 2025. [PMID:
40349114 DOI:
10.1111/jan.17042]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2025] [Revised: 04/24/2025] [Accepted: 04/30/2025] [Indexed: 05/14/2025]
Abstract
AIMS
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.
DESIGN
Conceptual exploration and vision statement grounded in the pedagogical theories of hooks and Freire.
METHODS
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.
RESULTS
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.
CONCLUSION
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.
IMPLICATIONS FOR THE PROFESSION
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.
REPORTING METHOD
EQUATOR guidelines are not applicable.
PATIENT OR PUBLIC CONTRIBUTION
This study did not include patient or public involvement in its design, conduct or reporting.
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