ABSTRACT
How can contemporary nursing education develop critical anti-oppressive nurses while existing in colonial institutions and reproducing hierarchy both in human value and epistemology? Since nursing does not take up decolonization authentically, supporting the deconstruction of the colonial institution of higher education, inclusive of land ownership, it/we should admit a restrained willingness to only go as far as settler harm reduction. Let's imagine we have de-colonized our minds and institutionalism to the point where nursing education is less concerned with upholding its status and most concerned with supporting the authentic development of critical anti-oppressive nurses who can and want to respond to health needs in all their presentations, and according to how people and communities define the help they need. What if students evaluated their learning and development themselves, rather than writing tests and passing or failing courses according to imperfect and irregularly applied evaluation metrics? How would a noncompetitive and nonsummative environment impact student development and wellbeing? I can imagine how a noncompetitive environment where no person or knowledge is held in hierarchy over any other, and where students are given the reins, with full responsibility, to direct their learning through anticolonial frameworks of nursing practice, could develop such nurses.
