Title

Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty

Document Type

Article

Peer Reviewed

1

Publication Date

3-1-2007

Journal, Book or Conference Title

Public health nursing (Boston, Mass.)

NLM Title Abbreviation

Public Health Nurs

PubMed ID

17319892

DOI

10.1111/j.1525-1446.2007.00624.x

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.

Keywords

American Nurses' Association, Faculty, Nursing, Freedom, Humans, Public Health Nursing/education/ethics/standards, Social Justice/education/standards, United States

Published Article/Book Citation

The definitive version was published in Public health nursing (Boston, Mass.), 24:2 (2007) pp.190-197. DOI:10.1111/j.1525-1446.2007.00624.x.

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URL

http://ir.uiowa.edu/nursing_pubs/1343