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| Research article summary (published 27 Feb 2007): |
Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty.
Full Abstract
Public health nursing practice is rooted in the core value of social justice. Nursing faculty whose expertise is in public health are often the content experts responsible for teaching this essential, yet potentially controversial, value. Contemporary threats to academic freedom remind us that the disciplinary autonomy and academic duty to teach social justice may be construed as politically ideological. These threats are of particular concern when faculty members guide students through a scientific exploration of sociopolitical factors that lead to health-related social injustices and encourage students to improve and transform injustices in their professional careers. This article (a) reviews recent challenges to academic freedom that influence social justice education, (b) explores academic freedom and duty to teach social justice within the discipline of nursing, and (c) proposes a praxis-based approach to social justice education, which is grounded in transformative pedagogy.
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Author information
Author/s: Fahrenwald, Nancy L (NL); Taylor, Janette Y (JY); Kneipp, Shawn M (SM); Canales, Mary K (MK);
Affiliation: College of Nursing, South Dakota State University, Brookings, South Dakota, USA. Nancy.Fahrenwalsd(-atsign-)sdstate.edu
Journal and publication information
Publication Type: Journal Article; Review
Journal: Public health nursing (Boston, Mass.) (Public Health Nurs), published in United States. (Language: eng)
Reference: -2007 Mar-Apr; vol 24 (issue 2) : pp 190-7
Dates: Created 2007/02/26; Completed 2007/05/17;
PMID: 17319892, status: MEDLINE (last retrieval date: 12/26/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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