title: The politics of nursing knowledge and education critical pedagogy in the face of the militarization of nursing in the war on terror.
abstract: This article critically examines the incursion of the military in nursing education, practice,and knowledge production. New funding programs, journals, and degrees in (bio)terrorism,emergency preparedness, and disaster management create a context of uncertainty, fear, and crisis, and nursing is portrayed as ideally positioned to protect the wider public from adverse(health-related) events, despite important ontological, epistemological, and ethical considerations.In this article, we discuss implications for nursing education and knowledge production.We posit that a critical pedagogy framework promotes critical reflection, resistance, and a renewed sense of agency not dependent upon external organizations such as the military,intelligence agencies and public health surveillance organizations.
authors: University of Ottawa, Ottawa, ON K1H 8M5,Canada. amelie.perron@uottawa.ca
authors: Amelie
authors: A
authors: Perron
authors: Trudy
authors: T
authors: Rudge
authors: Anne-Marie
authors: AM
authors: Blais
authors: Dave
authors: D
authors: Holmes
mesh_terms: D002959:Civil Defense / Q000193:education*; D015400:Clinical Nursing Research; D004189:Disaster Planning / Q000458:organization & administration*; D004190:Disasters; D004506:Education, Nursing / Q000458:organization & administration*; D004635:Emergency Medicine / Q000193:education*; D006801:Humans; D024802:Nurse's Role; D009740:Nursing Staff / Q000193:education*; D011361:Professional Competence; D011637:Public Health Nursing / Q000193:education; D023481:Terrorism; D014857:Warfare