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This article draws on data collected in West Germany on the relationship of the social, political and economic context and the conceptualization, implementation and subsequent discontinuation of an experimental nursing program at the Free University of Berlin (FUB) in the early 1980s. Paulo Freire's model of oppressed group behavior is used as a lens through which to make sense of the behavior of West German nurses. Examples of oppressed group behavior, oppressor behavior, myths used to subjugate the oppressed, and a “banking concept” of education are given. The characteristics of a nursing education that is “freeing,” that leads to the development of critical consciousness, are outlined.
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Barbara A. Hedin (1986) studied this question.
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