Hantke Sharissa, St Denis Verna, Graham Holly
University of Saskatchewan, Saskatoon, SK, Canada.
BMC Nurs. 2022 Jun 10;21(1):146. doi: 10.1186/s12912-022-00929-8.
Systemic racism in Canadian healthcare may be observed through racially inequitable outcomes, particularly for Indigenous people. Nursing approaches intending to respond to racism often focus on culture without critically addressing the roots of racist inequity directly. In contrast, the critical race theory approach used in this study identifies whiteness as the underlying problem; a system of racial hierarchy that accords value to white people while it devalues everyone else.
This qualitative study seeks to add depth to the understanding of how whiteness gets performed by nursing faculty and poses antiracism education as a necessary tool in addressing the systemic racism within Canadian healthcare. The methodology of poststructural discourse analysis is used to explore the research question: how do white nursing faculty draw on common discourses to produce themselves following introductory antiracism education?
Analysis of data reveals common patterns of innocent and superior white identity constructions including benevolence, neutrality, Knowing, and exceptionalism. While these patterns are established in other academic fields, the approaches and results of this study are not yet common in nursing literature.
The findings highlight the need for antiracism education at personal and policy levels beginning in nursing programs.
加拿大医疗保健领域的系统性种族主义可通过种族不平等的结果观察到，尤其是对原住民而言。旨在应对种族主义的护理方法往往侧重于文化，而没有直接批判性地解决种族主义不平等的根源。相比之下，本研究中使用的批判种族理论方法将白人身份认定为根本问题；这是一种种族等级制度，赋予白人价值，而贬低其他所有人。
这项定性研究旨在更深入地理解护理教师如何表现出白人身份，并将反种族主义教育作为解决加拿大医疗保健领域系统性种族主义的必要工具。后结构话语分析方法用于探讨研究问题：白人护理教师在接受入门级反种族主义教育后如何利用常见话语塑造自己？
数据分析揭示了无辜和优越的白人身份建构的常见模式，包括仁慈、中立、博学和例外论。虽然这些模式在其他学术领域已确立，但本研究的方法和结果在护理文献中并不常见。
研究结果强调了从护理课程开始就在个人和政策层面开展反种族主义教育的必要性。
