Decolonizing nursing education: Reflecting on Paulo Freire’s pedagogy of the oppressed

• Published in: Nursing outlook 2024-07, Vol.72 (4), p.102183, Article 102183
• Main Authors: Iheduru-Anderson, Kechi, Waite, Roberta
• Format: Article
• Language: English
• Subjects: Anti-oppression; Colonialism; Colonization; Decolonizing; Education, Nursing; History, 20th Century; Humans; Nursing education; Racism; Racism - prevention & control; Social justice
• ISSN: 0029-6554; 1528-3968; 1528-3968
• DOI: 10.1016/j.outlook.2024.102183

Historically, nursing education’s foundation has been framed by colonial practices of whiteness, which serves as a fulcrum for oppression, Western epistemic ideology, racial injustice, and health inequity. As a microcosm of the broader academy, nursing education must pivot to dismantle practices impeding the advancement of the profession and move to decolonize processes of professional edification. Decolonization is not a metaphor; it requires unlearning the deep socialization of Eurocentric perspectives embedded in nursing education and relearning in a new, inclusive manner that embraces historically marginalized knowledge systems and experiences. This paper aims to operationalize what this decolonization process would look like for nursing education while reflecting on Paula Freire’s Pedagogy of the Oppressed. The authors will highlight the interrelationship of the main concepts of Paulo Freire’s critical pedagogy, including liberation, critical consciousness, dialog, humanization, dehumanization, problem posing, and banking education. •Decolonization requires actions to unlearn the deep socialization of Eurocentric perspectives.•Paulo Freire’s critical pedagogy offers guidance for decolonizing nursing education.•Critical dialog is indispensable for nursing knowledge cocreation.