Illuminating antiracist pedagogy in nursing education

Abstract

In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policymaking within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent. Pedagogical approaches in the nursing profession are essential. Because it encompasses the strategies used to transmit the science in how nurses practice and teach, which has predominantly been informed using a Eurocentric lens. This paper presents a literature review on antiracist pedagogy in nursing education, discussing how nurse educators can integrate antiracism pedagogy in nursing education, highlighting examples presented by the authors. Key terms related to antiracism are reviewed. The resultant themes from the literature review include resistance to antiracist pedagogy, managing emotional responses, and supporting transformative learning using an antiracist approach. The primary implementation of Eurocentric pedagogical approaches whiteness pervasive in nursing education must be uprooted. Antiracist and other antioppressive learning approaches must be embraced to understand the insidiousness of racial inequities and its power in sustaining structural oppression in nursing academia.

Advancing health equity in prelicensure nursing curricula: Findings from a critical review

“…Further focus on how power operates at the institutional and social levels to create social positions that are privileged or marginalized is needed so that students understand how to disrupt power systems in their work for health equity (Iheduru-Anderson & Waite, 2022).…”

“…Connecting to the historical, political, and cultural contexts that create social hierarchies, such as racism and colonialism, is still needed, as seen in our review results. Further focus on how power operates at the institutional and social levels to create social positions that are privileged or marginalized is needed so that students understand how to disrupt power systems in their work for health equity (Iheduru‐Anderson & Waite, 2022).…”

A Critical Discourse Analysis of AACN’s Tool Kit of Resources for Cultural Competent Education for Baccalaureate Nurses

“…The Tool Kit authors seem to assume that nurse educators are prepared and competent to integrate the listed strategies in their teachings, which reflects a lack of attention to culturally responsive and trauma-informed pedagogy (Carello & Butler, 2015; K. Iheduru-Anderson & Waite, 2022).…”

“…The Tool Kit authors seem to assume that nurse educators are prepared and competent to integrate the listed strategies in their teachings, which reflects a lack of attention to culturally responsive and trauma-informed pedagogy ( Carello & Butler, 2015 ; K. Iheduru-Anderson & Waite, 2022 ). Nurse educators may perpetuate harm by employing such strategies while ignoring structural factors such as colonialism, racism, and classism.…”

Entanglements, shadows, and dissonance: Formations of socio-political knowing in nursing. A critical inquiry.

“…In nursing, ins tu onal racism is o en minimised due to a focus on individual micro aggressions or personal racism, and a lack of conceptualisa on despite the iden fica on of structural factors (Collier-Sewell, 2023), and the con nua on of dominant Eurocentric worldviews (Blanchet Garneau et al, 2017;Iheduru-Anderson & Waite, 2022). Importantly de facto 17 discrimina on o en perpetuates system level policies and prac ces that disadvantage social groups, and these are o en invisible (Krieger, 2014).…”