Taylor Janette Y, Mackin Melissa A Lehan, Oldenburg Angela M
Obermann Center for Advanced Studies, University of Iowa, Iowa City, IA 52242, USA.
ANS Adv Nurs Sci. 2008 Oct-Dec;31(4):342-55. doi: 10.1097/01.ANS.0000341414.03963.fa.
Racial autobiography, self-narratives on how one learned about the idea of race, has been underutilized as a tool to familiarize and orient students in the process of critical inquiry for nursing research. The aims of this article are to explore how racial autoethnography: (1) repositions students to effect an epistemological change, (2) challenges dominant ideology, and (3) functions as a link between the student and critical theories for use in nursing research. Students engage in and share reflective narrative about a variety of instructional materials used in the course. Reflective narratives are presented in a framework that addresses white racial identity development.
种族自传，即关于一个人如何了解种族概念的自我叙述，作为一种工具，在帮助学生熟悉护理研究批判性探究过程并为其定向方面一直未得到充分利用。本文旨在探讨种族自我民族志如何：（1）使学生重新定位以实现认识论的转变；（2）挑战主流意识形态；（3）作为学生与用于护理研究的批判性理论之间的纽带发挥作用。学生参与并分享关于课程中使用的各种教学材料的反思性叙述。反思性叙述呈现在一个涉及白人种族身份发展的框架中。
