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Implications for Democracy from the Life Perspective of Lavinia Lloyd Dock

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Implications for Democracy from the Life Perspective of Lavinia Lloyd Dock Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2002 Nursing as social responsibility: implications for democracy from the life perspective of Lavinia Lloyd Dock (1858-1956) Soledad Mujica Smith Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Smith, Soledad Mujica, "Nursing as social responsibility: implications for democracy from the life perspective of Lavinia Lloyd Dock (1858-1956)" (2002). LSU Doctoral Dissertations. 105. https://digitalcommons.lsu.edu/gradschool_dissertations/105 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. NURSING AS SOCIAL RESPONSIBILITY: IMPLICATIONS FOR DEMOCRACY FROM THE LIFE PERSPECTIVE OF LAVINIA LLOYD DOCK (1858-1956) A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Soledad Mujica Smith B.S.N., Universidad Catolica de Chile, 1973 M.S.N., The Catholic University of America, 1982 December 2002 ©Copyright 2002 Soledad Mujica Smith All rights reserved ii In memory of my father Hernan Mujica, a pilot and Air Force Colonel who taught me the beauty of visiting the clouds, and the courage to fly to new horizons. iii Acknowledgments To Petra Munro, director of this dissertation, my immense and heartfelt appreciation for her valuable assistance and mentorship throughout the development of this project, and in my life as a graduate student. My thanks also for introducing me to feminist theory, to the challenges of writing about women’s lives, and to the importance of recuperating them as curriculum theorists and agents in the narrative of history. Her thought provoking comments, imaginative teaching, and rigorous and brilliant scholarship challenged me, expanded my intellect into new and fascinating places, and energized my role as an educator. Her exceptional human qualities and joy of life will always stay with me. To my other committee members, my greatest gratitude for sharing their gifts as excellent scholars and for their generous guidance. To William Doll, for the privilege of being one of his students and for his support and insightful comments in the development of this dissertation. My gratitude also for introducing me to pragmatism and post- modernism and fostering an awareness of the limitations of modernistic approaches to education. To William Pinar for his enlightening discussions on curriculum theory, queer theory, and issues on gender and racism. My thanks also for his insights on same gender relations in Victorian society which enriched the narrative of this dissertation. Nina Asher’s perceptive comments on issues of power, identity, representation, and their intersection with the role of the researcher were most valuable in un-packing my role in the re-presentation of other. Her discussions on multiculturalism, assimilation, and the construction of identity enlightened my analysis of many situations surrounding the life iv of Lavinia Dock and my position as a researcher. To Denise Egea Kuehne my gratitude f or introducing me to deconstruction and issues of responsibility in academia. Her insightful reflections on responsibility for provided me with a powerful means of conceptualizing Lavinia Dock’s ideas, writings, social activism, and ways of being, as enacting her social responsibility for the holistic welfare of others in society. And finally, to Brij Mohan, for his valuable discussions on democracy and multiculturalism. To my friend and colleague Phyllis LeBlanc, my thanks for her insightful editing of this study, for her relentless support, for her enthusiasm for my work, and for fostering a healthy level of insanity in both of us that enriches our scholarship. To my friends, fellow students, and co-teachers of the “Engendering Curriculum” seminar, Sally McMillan Tyler, Donna Porche-Frilot, and Tayari kwa Salaam, who also enhanced the construction of the historiography of Lavinia Dock as we shared insights on our work. Finally, my love and gratitude to my family for their constant encouragement and their understanding for missing many events. First to my husband Roy D. Smith, for his astute advice in times of doubt, for his support, and for his companionship and encouragement during many late nights. Thanks also for his valuable computer expertise which saved me from numerous impending technical tragedies. His love and enthusiastic support energized my commitment to this project. My love and gratitude also to my mother, Adriana S. de Mujica, a feminist in her own right, who lives many miles away but supported me with her love and trust in me, and inspired me with her dedication to others. Many thanks also to my dear sister, Adriana Mujica, whose sense of humor diluted many tensions and who has taught me the beauty of mixing intellectual life with v simple everyday joys. My gratitude to my brother Patricio H. Mujica for his enduring love and support. My admiration for exemplifying skillful and humane medical care, and for embodying the ideal of collaboration between physicians and nurses in the care of patients. vi Table of Contents Acknowledgments ............................................................................................ iv Abstract ............................................................................................................ viii Chapter One Introduction ............................................................................... 1 Two Methodology .............................................................................. 32 Three Social Activism and Social Responsibility................................. 53 Four Re-conceptualizing Democracy as Social Responsibility............78 Five Democracy and Global Caring...................................................113 Six Conclusion................................................................................. 139 References......................................................................................................... 164 Vita................................................................................................................... 176 vii Abstract This dissertation focuses on Lavinia Lloyd Dock’s (1858-1956) re-envisioning of nursing and caring as social responsibility and the implications of this conceptualization for democracy. Dock was an American nurse, educator, settlement worker, suffragist, pacifist, social activist, writer, and historian. Her conception of holistic welfare embodied a “new ideal” of society (Dock 1907, p. 899), a new understanding of democracy, and an expression of citizenship based on social responsibility for the welfare of others. Dock’s idea of democracy embraced women’s values and ways of being in the world; disputed universal, individual rights; and privileged communal values, collaboration, inclusion, and diversity. Moreover, she envisioned the world as a global democracy beyond national boundaries and other differences which often separate individuals. This study aspires to promote an understanding of an internationalist notion of citizenship and democracy that includes caring, collaboration, social responsibility, pacifism, and the holistic well-being of all individuals. This historiography also explores Dock’s relentless social activism for the construction of a “new ideal” of society and democracy. This study aims to empower nurse educators and practicing nurses to interrogate traditional notions of caring. Inspired by Dock’s epistemology, the author proposes a re- conceptualization of nursing curricula as democratic and as embracing caring as social responsibility for the holistic welfare of others. Finally, this dissertation seeks to recuperate Lavinia Dock as a nurse educator, historian, philosopher, writer, feminist, social worker, social activist, and one of many turn of the 20th century progressive women who enhanced the welfare of society and improved American democracy. viii Chapter One Introduction The nurses are naturally interested in public health, sanitation, prevention of disease, care of children, etc. What class of citizens would be most useful in helping these causes -having equal powers to take them up? Surely women -mothers, if their status was equal to the status of men (Dock, 1951, quoted by Christy, 1971, p. 292) In the above quote from a 1951 letter from Lavinia Dock to Isabel Stuart, a friend, colleague, and co-author, Dock includes some ideas of her understanding of nursing as social responsibility. She singles out nurses as “the class of citizens” ideally situated to assist others, thus attaining the overall well-being of society. This meant enacting one’s social responsibility for the welfare of others, which Dock view as an expression of citizenship. In fact, she contested patriarchal meta-narratives, embraced assisting and collaborating with others, and disavowed fighting for one’s country as representations of citizenship. In addition, she positions women and nurses as citizens, challenging the contemporary dis-enfranchisement of women in society.
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