Remote learning experiences of African Nova Scotian households in Canada during the COVID-19 temporary school closure: implications for inclusive education policy implementation

Abstract

ABSTRACT COVID-19 pandemic led to temporary closures of public schools and increased need for technology to support students’ access to learning capabilities. The situation created enormous burdens for all education stakeholders with teachers struggling on how to package learning materials that are easily accessible to students at home, and parents struggling to structure a home learning environment to support their children. This research was conducted to develop an understanding of challenges that African Nova Scotian (ANS) parents faced when supporting their learners throughout the COVID-19 crisis. The underlying concern was that COVID-19 related school closures combined with a seismic shift in the learning environment would widen pre-existing achievement gaps among ANS learners. Utilising a methodology framed from a Participatory Action Research perspective, ANS household survey data was collected and analysed. Gaining a better understanding of how ANS students and their support network experienced remote learning is critical for the successful implementation of the current inclusive education policy in the Nova Scotia education system. With an understanding of the challenges faced by ANS learner households and perspectives for the future presented through an ANS lens, our study can help inform a more productive and inclusive public education system in the post-COVID-19 world.