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

Autor/inn/en	Frempong, George; Kadam, Raavee; Makani, Joyline; McPherson, Michelle; Mandeya, Nyasha; Idris, Timi
Titel	Online Learning Experiences of Canadian Black Nova Scotians during COVID-19: Adopting an Intersectionality Framework
Quelle	In: Alberta Journal of Educational Research, 69 (2023) 1, S.86-102 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Foreign Countries; Blacks; African American Students; COVID-19; Pandemics; School Closing; At Risk Students; Disadvantaged Youth; Electronic Learning; Distance Education; Achievement Gap; Inclusion; Intersectionality; Self Concept; Student Experience; Barriers; Difficulty Level; Canada + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School closings; Schule; Schließung; Schließung (von Schulen); Benachteiligter Jugendlicher; Distance study; Distance learning; Fernunterricht; Inklusion; Selbstkonzept; Studienerfahrung; Schwierigkeitsgrad; Kanada
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. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01