ABSTRACT The nursing academy in Canada, motivated by the release of Canada's Truth and Reconciliation Commission's Calls to Action in 2015, has declared support for and commitment to Indigenization. This study, framed by the historical context of colonialism in Canadian healthcare and nursing education, aimed to understand the current state of Indigenization within undergraduate nursing programs in Saskatchewan. I explored three areas of inquiry: how strategic plans define Indigenization, staff experiences and practices in implementing it, and how these discourses and practices perpetuate or transform existing power structures. With Spivak's theory of the deconstruction of marginality as the overarching theoretical framework, I examined the strategic plans of three major post‐secondary institutions and their respective undergraduate nursing programs using Fairclough's dialectical‐relational approach to critical discourse analysis. I also interviewed a total of seven nursing staff members from the three programs to gain an understanding of their practices of Indigenization. The study identified four key constructs of Indigenization within the discourse of the provi
📖 افتح في inklap 🔗 DOI 📮 اطلب بحثاً