A pedagogy of social justice for resilient/vulnerable populations: Structural competency and bio-power

Abstract

Background: Nursing schools frequently assert the importance of social justice curriculum, but little information is available about specifics for such a class.

Purpose: The purpose of this article is to describe a class that builds a foundation for the understanding of social justice and the pedagogical frameworks on which it rests.

Methods: The authors develop a class grounded in bio-power and structural competency.

Discussion: Described are topics presented to students, the rationale for their selection along with class activities and implementation challenges. Highlighted is the use of praxis as students incorporate the components of structural competency and bio-power. The focus is on the potential for public health and advanced practice registered nurses to recognize and evaluate structural factors in patient and population-based care.

Conclusion: Faculty meet substantive challenges in teaching social justice, including lack of recognition of societal forces which affect student's ability to provide care. Focused effort incorporating newer structural and philosophical frameworks in a social justice class may improve the provision of health services. The frameworks of structural competency and bio-power provide a critical paradigm salient in social justice pedagogy.

Keywords: bio-power; nursing education; social determinants of health; social justice; structural competency.