The aim of this analysis is to contribute to an understanding of emancipatory nursing in the context of higher education. Engagement with formative studies that used critical feminist methodologies led to my research focus on lesbian, gay, bisexual, and transgender (LGBT) health in my academic research program. Dimensions of emancipatory nursing include reflexivity, transformative learning, interdisciplinarity, praxis, and situated privilege. Several critical feminist methodologies are addressed: feminist ethnography, community-based participatory action research (CBPAR), and comparative life history. Commonalities across methodologies illustrate the potential for emancipatory outcomes/goals.
School of Nursing, Faculty of Health, York University, Toronto, Ontario, Canada.
Correspondence: Judith Ann MacDonnell, PhD, RN, School of Nursing, Faculty of Health, York University, Health, Nursing and Environmental Studies (HNES) Bldg, Room 322, 4700 Keele St, Toronto, ON M3J 1P3, Canada.
The author acknowledges, with appreciation, the support of many colleagues who have contributed to her understanding of emancipatory nursing. She also acknowledges with appreciation funding from the Canadian Institutes for Health Research (CIHR), Wellesley Central Health Corporation, and the Ontario Public Health Association for the community-based participatory action projects on bisexual and trans health described in this paper and in which she was involved as a member of Public Health Alliance for LGBTTTIQQ Equity.
The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article.