DescriÃ§Ã£o: 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.
(C) 2010 Lippincott Williams & Wilkins, Inc.
SeÃ§Ã£o: Emancipatory Scholarship
Autor: Perron, Amélie; Rudge, Trudy; Blais, Anne-Marie; Holmes, Dave