A performative and poetical narrative of critical social theory in nursing education: an ending and threshold of social justice

• DOI: 10.1111/j.1466-769x.2011.00520.x
• Publication Date: 2011-12-19T08:25:36Z
• Authors: Jennifer Lapum; Neda Hamzavi; Katarina Veljkovic; Zubaida Mohamed; Adriana Pettinato; Sarabeth Silver; Elizabeth Taylor
• Keywords: Oppression; Performative utterance

Abstract In this article, a poetical and performative narrative is shared to examine how the use of stories critically self‐reflect on oppression facilitates an understanding critical social theory in nursing education impacts justice. A fusion prose with employed; latter reserved capture immediacy personal, emotive, embodied storied experiences. This deeply intimate dialogical story begins pedagogical experiment created facilitate students' theory. Drawing upon Paulo Freire's work, teacher professional development course attempted deconstruct power relations cultivate open safe learning environment by sharing poem that depicts her oppression. Students then anonymously wrote word/statement about their The composite from words it class; was powerful moment highlighted humanity. As way further explore consider preserve these words, small group students formed ‘the group’. Towards end, we conclude unfinished realizing chains are loosening humanity surfacing. There still camouflaging authentic self. be told. not yet certain if representation self possible all can It has become apparent personal play out justice as enacted classroom between provides entry point into capacity agents nursing. simultaneously concludes both ending threshold