Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.
Received: August 9, 2005
Accepted: November 17, 2005
Dr. Hassouneh is Assistant Professor, Oregon Health & Science University, School of Nursing, Portland, Oregon.
Address correspondence to Dena Hassouneh, PhD, ANP, Assistant Professor, Oregon Health & Science University, School of Nursing, 3455 SW U.S. Veterans Hospital Road, Portland, OR 97239-2941; e-mail: email@example.com.