Qualitative research to identify racialist discourse: towards equity in nursing curricula.
Professional curriculum planning is beginning to address issues of equity. The authors report on findings from a research initiative to begin to integrate antiracism into an undergraduate curriculum. Theory and methods of Essed, Fanon, Frankenberg, Hall, van Dijk and Woodward are synthesized for interpreting racialist discourse. The findings support the principle of normalizing accountability for discourse practices which construct whiteness and otherness in their representations. Essentialist discourse practices are implicated in the perpetuation of racism, ableism, heterosexism, ageism, etc. Hence, the ideal of equity is expanded to include the enactment of non-essentialist discourse. The logic is revealed as either/or; either equity or dominance through normalized perpetuation of essential categories assigning negative value to others constructing difference, marginalization, problematization, exclusion and containment. The confused, middle or neutral position is one of condoning racism and other forms of dominance.
Hagey
R
R
Centre for Equity in Health and Society, Faculty of Nursing, University of Toronto, Ont., Canada. rebecca.hagey@utoronto.ca
MacKay
R W
RW
D001741:Black or African American; D002170:Canada; D003479:Curriculum; D017144:Focus Groups; D006801:Humans; D007407:Interviews as Topic; D015402:Nursing Education Research / Q000379:methods; D009742:Nursing Theory; D011057:Politics; D011287:Prejudice; D012930:Social Dominance; D012945:Social Values; D044465:White People