Online Learning Experiences of Canadian Black Nova Scotians during Covid-19: Adopting an Intersectionality Framework

Authors

  • George Frempong Delmore ‘Buddy’ Daye Learning Institute (DBDLI)
  • Raavee Kadam Saint Mary's University
  • Joyline Makani Dalhousie University
  • Michelle McPherson Dalhousie University
  • Nyasha Mandeya Dalhousie University
  • Timi Idris Dalhousie University

DOI:

https://doi.org/10.11575/ajer.v69i1.74846

Abstract

Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through an analysis of a household survey and intersectionality framework, we explored these challenges. We argue that students have multiple and simultaneously acting identities that lead to differential learning experiences and outcomes, and an intersectionality approach should be considered to inform education improvement decisions.

Keywords: online learning, Black Canadians, intersectionality, household survey, structural equation modelling

Bien que les fermetures d'écoles dues à la pandémie de COVID-19 aient touché tous les élèves du monde, l'effet a été nettement plus marqué pour les élèves issus de communautés marginalisées et vulnérables. En Nouvelle-Écosse, au Canada, l'inquiétude portait sur l'écart de réussite raciale que le système d’éducation s'efforce de combler par une politique d'éducation inclusive. L'inquiétude, en particulier pour les élèves noirs de Nouvelle-Écosse, portait sur les exigences de l'apprentissage en ligne et les défis qui y sont associés. Par l'analyse d'une enquête auprès des ménages et d'un cadre d'intersectionnalité, nous avons exploré ces défis. Nous soutenons que les élèves ont des identités multiples qui agissent simultanément et mènent à des expériences et des résultats d'apprentissage différents, et qu'une approche d'intersectionnalité devrait être considérée pour informer les décisions portant sur l’amélioration de l'éducation.

Mots clés : apprentissage en ligne, Canadiens noirs, intersectionnalité, enquête auprès des ménages, modélisation par équations structurelles.

Author Biographies

George Frempong, Delmore ‘Buddy’ Daye Learning Institute (DBDLI)

George Frempong is the inaugural Director of Research at the Delmore ‘Buddy’ Daye Learning Institute (DBDLI). He has over three decades of research and teaching experiences advancing knowledge in inclusive education policies and implementation.

Raavee Kadam, Saint Mary's University

Raavee Kadam is a Deveau/DBDLI Postdoctoral Fellow at Saint Mary’s University and undertakes research that informs policymakers, educators, parents and the community on how to best improve educational opportunities and outcomes for Nova Scotian learners of African descent.

Joyline Makani, Dalhousie University

Joyline Makani is an Assistant Professor and Management & Economics Librarian at Dalhousie University. Her current research activities sit at the intersection of information science, data management, knowledge management, collaboration, entrepreneurship and innovation.

Michelle McPherson, Dalhousie University

Michelle McPherson is a former Science Atlantic’s Program and Membership Support Officer.

Nyasha Mandeya, Dalhousie University

Nyasha Mandeya is a former student at Dalhousie University.

Timi Idris, Dalhousie University

Timi Idris worked as the Research Project Manager at the Delmore ‘Buddy’ Daye Learning Institute and is currently the Manager of the Promoting Leadership in health for African Nova Scotians (PLANS) program at Dalhousie University

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Published

2023-03-17

How to Cite

Frempong, G., Kadam, R., Makani, J., McPherson, M., Mandeya, N., & Idris, T. . (2023). Online Learning Experiences of Canadian Black Nova Scotians during Covid-19: Adopting an Intersectionality Framework. Alberta Journal of Educational Research, 69(1), 86–102. https://doi.org/10.11575/ajer.v69i1.74846

Issue

Vol. 69 No. 1 (2023): Spring

Section

ARTICLES

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