ABSTRACT
Embarking on the task to decolonize is a complicated endeavour: it demands of us an openness and vulnerability that is decentring, which disrupts our established comfortable positions. This chapter focuses on a case study of Zimbabwean qualified nurses recruited to undertake nursing education in the UK, who shared their reflections of their UK nursing education. In the UK, an increasing ageing population with more complex health needs has resulted in higher demand for nurses and consequently a shortage in labour. The chapter presents scholarly personal narratives (SPN) to analyse the experiences and implications of occupying a migrant status in nursing education. R. J. Nash draws attention to the role of SPNs in the wider education agenda by encouraging us to go further than merely using very revealing and provocative personal stories to 'hook' the reader. Liability of foreignness as a frame is useful to have as part of an educator's toolkit.
