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The 'order of things': tracing a history of the present through a re-readig of the past in nursing education
Citation
Walker, KN and Holmes, C, The 'order of things': tracing a history of the present through a re-readig of the past in nursing education, Contemporary Nurse: A Journal for The Australian Nursing Profession, 30, (2) pp. 106-118. ISSN 1037-6178 (2008) [Refereed Article]
Copyright Statement
Copyright 2008 eContent Management
Official URL: http://www.contemporarynurse.com/archives/vol/30/i...
DOI: doi:10.5172/conu.673.30.2.106
Abstract
For the best part of modern history, nursing’s education system has tended to
fore-ground the pragmatic over the esoteric, the practical over the theoretical
and the primacy of character over intellect.As a consequence of this binary logic
at work, nursing education inoculated its neophytes with a set of troublesome
values about the importance of nursing education vis-à-vis nursing practice
and, as a result, created a powerful cultural climate which both wittingly and
unwittingly perpetuated the subjugation of nurses to other health professionals
rather than the obverse. In this paper, a number of historical educational texts
are read from a ‘presentist’ perspective to illustrate how a certain ‘order of
things’ inscribed itself on the body/subjects of generations of nurses.This history
has left an unfortunate legacy that ensures nurses’ political voice continues to
remain muted and their contribution to healthcare under-recognised and undervalued.
Item Details
Item Type: | Refereed Article |
---|---|
Research Division: | Health Sciences |
Research Group: | Nursing |
Research Field: | Nursing not elsewhere classified |
Objective Division: | Health |
Objective Group: | Provision of health and support services |
Objective Field: | Nursing |
UTAS Author: | Walker, KN (Professor Kim Walker) |
ID Code: | 87116 |
Year Published: | 2008 |
Web of Science® Times Cited: | 15 |
Deposited By: | Health Sciences B |
Deposited On: | 2013-11-07 |
Last Modified: | 2013-12-19 |
Downloads: | 0 |
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