Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing facultyPublic health nursing (Boston, Mass.)
NLM Title AbbreviationPublic Health Nurs
DOI of Published Version10.1111/j.1525-1446.2007.00624.x
AbstractPublic 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.
- American Nurses' Association,
- Public Health Nursing/education/ethics/standards,
- Social Justice/education/standards,
- United States
Published Article/Book CitationPublic health nursing (Boston, Mass.), 24:2 (2007) pp.190-197. DOI:10.1111/j.1525-1446.2007.00624.x.
Citation InformationN. L. Fahrenwald, Janette Y. Taylor, S. M. Kneipp and M. K. Canales. "Academic freedom and academic duty to teach social justice: a perspective and pedagogy for public health nursing faculty" Public health nursing (Boston, Mass.) Vol. 24 Iss. 2 (2007) p. 190 - 197 ISSN: 0737-1209
Available at: http://works.bepress.com/janette_taylor/20/