1. Postmodern feminism argues there is not one single truth, a singular truth is considered oppressive, in GT multiple and divers perspectives are sought (Wuest, 1995)
2. Empowerment is often made without an explanation of the ways in which power is exercised in health care contexts (mentorship in nursing) (Gilbert, 1995)
3. To liberate the oppressed without their reflective participation is to treat them as objects (Freire, 2005) Is this the same with empowerment?
4. The power of language & labels-defined as disabled may afford the person certain benefits, but may also exclude them from the workforce (Gilbert, 1995)
   1. True dialogue cannot occur without critical thinking (Freire, 2005)
   2. Humans are not built in silence-only by "true" words. Within the word, we find two dimensions-reflection & action (Freire, 2005)
5. Foucault talked about the relationship between knowledge, truth & power (Gilbert, 1995)
6. Nursing, nursing knowledge, and nurses themselves need to be aware that they, & the environment they practice are as much a product of power as are those they claim to support-Power is central to nursing practice (Gilbert, 1995)
7. Five types of power: to make decisions; targets of power; vehicles of power; bottom up vs. top down; techniques through which knowledge is developed with respect to particular fields (Gilbert, 1995)
8. Beings in communication liberate each other (Freire, 2005)
9. Power and Oppression is perpetuated from generation to generation of oppressors, who become its heirs and are shaped in its culture (Freire, 2005) Is this true of Nursing? Of Mentorship?
10. To fail to think with people is a way to cease being a revolutionary leader (or mentor) (Freire, 2005)
11. Mentors need to think (As Freire (2005) discusses with revolutionary leaders) not without mentees; not for mentees, but with mentees
12. The importance of communication between mentor/mentee-to impede communication is to reduce mentees to things (Freire, 2005)
    1. The more alienated one is, the easier it is to divide them and keep them divided (Freire, 2005) Is this an argument for collective mentorship?
13. Empowerment-It is progressive to argue that practice is empowering, but it has the effect of placing the practitioner in a position of moral superiority (Gilbert, 1995) Compares the person to particular norms
14. Nurses & Power over patients-nurses have the power to define a patient, allocate resources, positively or negatively (Gilbert, 1995)
15. Power is often linked to humanistic perspectives which locate power within the minds and actions of particular actors (Gilbert, 1995)
16. It is an interesting fact that typically oppressors are in the minority and oppressed are in the majority (Freire, 2005)-why then does the oppressor have so much power?
17. Roles 'played' in hierarchies-"good nurse"-the individual defines himself within a particular discursive formation (Gilbert, 1995)
18. A new way to think about the mentor/mentee relationship-as actors in intercommunication (Freire, 2005)
19. Using feminist principles to guide GT research better serves the interests of women by surfacing gender and power influences which influence the health experiences (Young & Plummer, 2010)