An Indigenous and arts-influenced framework for anti-racist practice in nursing education

Bewer, Vanessa Van; Woodgate, Roberta L.; Martin, Donna; Deer, Frank

doi:10.1016/j.profnurs.2020.11.002

Cited by 8 publications

(25 citation statements)

References 82 publications

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“…While only one of the vignettes is included in the following section, the findings emerged from both vignettes and the data as a whole. The second vignette has been published elsewhere (Van Bewer et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Illuminating Indigenous health care provider stories through forum theater

Bewer

Woodgate

Martin

et al. 2021

AlterNative: An International Journal of Indigenous Peoples

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Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

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Section: Discussionmentioning

confidence: 99%

Illuminating Indigenous health care provider stories through forum theater

Bewer

Woodgate

Martin

et al. 2021

AlterNative: An International Journal of Indigenous Peoples

Self Cite

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show abstract

“…While the difficulty in translating anti-racist pedagogies into practice has been multifaceted and complex, the status quo continues to be maintained in part because of the silos that exist within nursing (Van Bewer et al, 2021). Such silos also tend to exist between individual courses.…”

Section: Social Justice and Anti-racism In Nursing Educationmentioning

confidence: 99%

“…Such silos also tend to exist between individual courses. When students' attitudes and deepseated beliefs about racism and social justice are not understood within the context of different courses, and when they do not have educators helping to make explicit connections between racism and health, students do not necessarily transfer their learning (Van Bewer et al, 2021). For example, education about cardiovascular health that lacks meaningful discussion about social determinants of health, social justice, and systemic racism perpetuates focus on the individual and behaviour change.…”

Section: Social Justice and Anti-racism In Nursing Educationmentioning

confidence: 99%

“…We assert that one cannot teach toward transformative aims if they do not first attempt to consider the valueladen nature of what and how they intend to teach. Nurse educators must first attend to the development and broadening of their understandings of race and racism as a precursor for engaging with students in constructive dialogue (Van Bewer et al, 2021). Prior to selecting teaching and learning strategies, every nurse educator has the obligation to reflect on their position within the world and deeply consider the inherent assumptions that may perpetuate oppression and imperceptible discrimination.…”

Section: Critical Pedagogy In Practicementioning

confidence: 99%

“…We noted that throughout the course, we would be disrupting dominant Eurocentric paradigms, and this would be reflected in course content, teaching, and methods of assessment. An explicit stance and open discussion on our purposeful course content and process can help to expose invisible structures and render preconceived notions and assumptions up for debate, which both align with critical theory and anti-racist pedagogy (Van Bewer et al, 2021). Furthermore, traditional instruction to increase student knowledge is considered insufficient to promote deep reflection around racism and systemic structures influencing discrimination (Harbin et al, 2019;Van Bewer et al, 2021).…”

Section: Demystificationmentioning

confidence: 99%

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Moving beyond the rhetoric of social justice in nursing education

Garland

Batty

2021

CJCND

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We argue that while the discipline of nursing aligns with the ideals of social justice and anti-racism, it has been challenging for nurse educators to translate these ideals into practice. In this discussion paper, we explore these challenges. Of note, there is little guidance for nurse educators to support student knowledge development in addressing the complex issues surrounding anti-racist and anti-discriminatory practice. Accordingly, we utilized Peggy Chinn’s Peace and Power framework as a guide to develop an anti-racist practice that is underpinned by critical pedagogy. Our aim is to provide teaching and learning strategies for nurse educators to address racism, discrimination, and oppression in undergraduate nursing learning environments. Implications of this article include guidance for nurse educators who are committed to anti-racist pedagogical practice.

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