Nursing a Radical Imagination by Jess Dillard-Wright & Hopkins-Walsh Jane & Brown Brandon

Author:Jess Dillard-Wright & Hopkins-Walsh, Jane & Brown, Brandon
Language: eng
Format: epub
Tags: MEDICAL/Health Care Delivery, MEDICAL/Nursing/Issues, SOCIAL SCIENCE/Disease & Health Issues
ISBN: 9781000779301
Publisher: Taylor and Francis
Published: 2023-06-15T00:00:00+00:00

References

Davis, A. (2014). Lecture at Southern Illinois University.

Haiven, M., & Khasnabish, A. (2014). The radical imagination. Fernwood Publishing.

8 “Settler Harm Reduction” in Nursing Education: Generativity Not Hierarchy

Blythe Bell (she/her)

DOI: 10.4324/9781003245957-12

In this chapter, situated in this particular anthology, I take the liberty to assume rather than argue for an anticolonial and anti-oppressive future for nursing and nurses. From this perspective, we see that nursing education acts as a colonial enterprise, that it is in need of decolonization, and that decolonization as of yet has been taken up only metaphorically (Tuck & Yang, 2012). Decolonization is described as “[…] a position of intelligent inquiry that is meant to unsettle and disturb, which when synthesized transforms” (Dei, 2016, p. 38), or an “intelligent, calculated, and active resistance to the forces of colonialism that perpetuate the subjugation and/or exploitation of our minds, bodies, and lands […]” (Wilson et al., 2005, p. 223 in McGibbon 2014, p. 4). A nonmetaphorical decolonization requires an abolition of colonial systems of domination in terms of land ownership, Indigenous sovereignty, and epistemological and ontological validation, dissemination, and development (Dei, 2016; McGibbon et al., 2014; Tuck & Yang, 2012). Dr. Eve Tuck and Dr. K. Wayne Yang (2012) argue for the acknowledgement, at least, that any imaginings of settler futurities are incommensurable with true decolonization, even if such imaginings radically subvert power systems. They warn against resting in a radicalism that does not engage with settler colonialism through the de-occupation of lands and thus dispossession of settlers and displaced people of all histories, lest we silently re-inscribe a colonial entitlement and subvert our own radicality. And so I introduce this chapter, written from my White1 settlerhood2, with the caveat that it will not go far enough, and the acknowledgment that privileging decolonial imaginings from my standpoint is inherently problematic. Nevertheless, I attempt to engage with notions of anticoloniality in terms of epistemic justice, dismantling hierarchy and processes of exclusion, and abandonment of conventional assessment and evaluation practices; perhaps what Tuck and Yang (2012) name settler harm reduction, for the betterment of nursing education and the safety and well-being of nursing students. I do so out of commitment to developing anti-oppressive nursing environments and I intend to tread with care into necessary engagement without invoking White supremacy nor imposing entitled Whiteness. I embrace being accountable to the certain gaps in my perspective. A second caveat; since this writing is an exercise in radical imagination, it does not claim methodological rigor nor exhaustive articulation of nuances or structural realities that contribute to nursing's present. It will surely offend some with its generality, some who do not, or do not wish to see themselves as part of harmful education, and some who are entrenched in the ilusio of nursing science and status.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.